Tuning in to expert teachers: seeing beneath the surface of classroom practice

In this post, Rupert Knight considers what we mean by teacher expertise and how we might get better at looking for this in action. Speaking in an October 2019 article in the TES about the current upsurge of interest in evidence-informed practice, Mel Ainscow advised caution in the use of evidence by teachers, arguing that: …

Building communities of engaged readers: an exciting opportunity for local primary teachers

In this post Helen Victoria Smith explores the idea of ‘reading for pleasure’ and how research-informed practice can build communities of engaged readers. She draws on research carried out by the Open University (OU) and United Kingdom Literacy Association (UKLA) to discuss the importance of developing ‘Reading Teachers’, and offers the opportunity for local primary …

When Less is More: Learning from professional development opportunities

  Past posts in this series have discussed ‘Teaching for Mastery’ and the Shanghai-England primary exchange.  In this new post Catherine Gripton reflects upon what she learned from observing a Chinese teacher’s lesson and considers these in the light of teacher professional development. Learning from lessons The Mathematics Teacher Exchange, involving teachers from England and …

Subject knowledge for primary teachers: the power of community?

In this post Rupert Knight considers how colleagues in primary schools can develop subject knowledge collaboratively. The challenge of subject knowledge Like it or not, we’re working in an educational era where individual subjects are prioritised. The messages are there in documents like the 2016 White Paper and in the very structure of the curriculum.  …