2021-02-25 In this short series of articles we ask current PGCE trainees about their experiences undertaking school placements remotely. Here Louis Lescure who is on the Faculty's Primary PGCE course shares some thoughts.Read the full interview here. |
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2021-02-24 A new analysis of education debates on both social media and in traditional media outlets suggests that the education sector is being increasingly influenced by populism and the wider social media ‘culture wars’. Read the full story here. |
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2021-02-24 A highly-innovative multimedia research project which examines the ‘post-coronial’ future of higher education has won the British Educational Research Association’s annual Masters Dissertation Award. Simone Eringfeld the recent MPhil graduate who undertook the study is the third Faculty of Education student to win the BERA prize in as many years following the successes of Thu Thu and Joyce Kim in 2020 and 2019. The award recognises ‘academic excellence and rigour in research by a Master of Education student’.Read the full story here. |
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2021-02-19 How have this year's PGCE trainees adapted to teaching remotely on their school placements - and how is it preparing them for entry into a profession where their skills are likely to be needed more than ever? In this new series of short articles we ask current trainees about their experiences of being on placement in a pandemic. Here Alex Morgan and Abby Wilson who are studying on the Secondary PGCE Modern Languages course (to be French and Spanish teachers) offer their reflections.Read the interview here. |
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2021-02-18 Just a few months after its official formation Cambridge’s new Latin American Research in Education Collective (CLAREC) is attracting widespread interest and engagement – and not just from within Cambridge alone. Through a thriving programme of talks research seminars and a reading group the collective aims to increase the visibility of Latin American knowledge and perspectives in education research – one of many academic fields which has too often focused more heavily on European and North American knowledge systems. In a recent interview three of its members explained how it began why the collective matters and the difference they hope it will make. Read the full interview here. |
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2021-02-11 The needs of millions of overlooked ‘left behind’ adolescent women must become a more significant priority within international efforts to end poverty by 2030 a UK Government-commissioned report is urging.Read the full story here. |
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2021-02-11 A substantial proportion of adolescent mental health and behavioural difficulties can be predicted years before they arise a new study indicates.Read the full story here. |
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2021-02-05 Nathan Cain grew up in Bury and Manchester and is a part-time doctoral student with the Faculty – having already completed PGCE and Masters courses here. As a child he had undiagnosed disabilities which led to him being marked out by his own head teacher as a ‘problem’ child. Fifteen years later his research focuses on trying to find out what head teachers really value – and whether that is truly expressed in the roles they have to perform in schools.Read the full interview here. |
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2021-02-03 Teaching children in a way that encourages them to empathise with others measurably improves their creativity and could potentially lead to several other beneficial learning outcomes new research suggests.Read the full story here. |
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2021-01-29 One of the first academic studies to examine the working lives of disabled teachers in England has called for urgent change after finding evidence of significant workplace discrimination and barriers to their career progression.Read the full story here. |
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