Research in Teacher Education: Volume 10, No.1, May 2020

Portfolio

Garby-Czerniawski, G., Udenze, A., Uppal, G., Ahmed, F., Baker, A., Eka, V., Taylor, L., Le Voguer, M., Warner, L., McPhail, A., Colley, A., Palmer, S., Hakyemez-Paul, S., Elfallah, M., Taylor, B., Crutchley, R. and Schwarz, J. 2020. Research in Teacher Education: Volume 10, No.1, May 2020. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.88z87

Portfolio items

Portfolio items

Editorial
Garby-Czerniawski, G. 2020. Editorial. Research in Teacher Education. 10 (1), p. 5. https://doi.org/10.15123/uel.88z88
PRIDAM: A Framework for Teaching Programming
Udenze, A. and Elfallah, M. 2020. PRIDAM: A Framework for Teaching Programming. Research in Teacher Education. 10 (1), pp. 6-10. https://doi.org/10.15123/uel.88z89
Exploring and Understanding Pupils’ Lack of Perseverance and Autonomy With Debugging in Computing
Uppal, G. 2020. Exploring and Understanding Pupils’ Lack of Perseverance and Autonomy With Debugging in Computing. Research in Teacher Education. 10 (1), pp. 12-16. https://doi.org/10.15123/uel.88z8q
Is the Attainment Gap Fundamentally Flawed? Challenges and Opportunities
Ahmed, F. 2020. Is the Attainment Gap Fundamentally Flawed? Challenges and Opportunities. Research in Teacher Education. 10 (1), pp. 18-22. https://doi.org/10.15123/uel.88z8w
Do Children Perceive Social Class in Children’s Fantasy Texts? Initial Findings From Research in a Year 6 Classroom
Baker, A. 2020. Do Children Perceive Social Class in Children’s Fantasy Texts? Initial Findings From Research in a Year 6 Classroom. Research in Teacher Education. 10 (1), pp. 23-28. https://doi.org/10.15123/uel.88z92
How Can Developing Subject Literacy Enable Pupils to Enhance Their Subject Knowledge and the Understanding of Key Concepts in Geography?
Eka, V. 2020. How Can Developing Subject Literacy Enable Pupils to Enhance Their Subject Knowledge and the Understanding of Key Concepts in Geography? Research in Teacher Education. 10 (1), pp. 29-34. https://doi.org/10.15123/uel.88z93
Reflections of a ‘Wannabe’ Progressive Teacher: How Reflection and Reflexivity Can Positively Impact Practice
Taylor, L. 2020. Reflections of a ‘Wannabe’ Progressive Teacher: How Reflection and Reflexivity Can Positively Impact Practice. Research in Teacher Education. 10 (1), pp. 35-40. https://doi.org/10.15123/uel.88z94
Seminar Capital: An Exploration of the Enduring Social and Pedagogical Benefits of Seminar Engagement
Le Voguer, M., Taylor, B. and Crutchley, R. 2020. Seminar Capital: An Exploration of the Enduring Social and Pedagogical Benefits of Seminar Engagement. Research in Teacher Education. 10 (1), pp. 41-46. https://doi.org/10.15123/uel.88z95
Educators as Empowerers: A Small-Scale Study of Opportunities to Expand the Scope of ITT Programmes, with a Particular Focus on Prison Education
Warner, L. and Schwarz, J. 2020. Educators as Empowerers: A Small-Scale Study of Opportunities to Expand the Scope of ITT Programmes, with a Particular Focus on Prison Education. Research in Teacher Education. 10 (1), pp. 47-52. https://doi.org/10.15123/uel.88z96
Time to Really Re-Envisage Teacher Education
McPhail, A. 2020. Time to Really Re-Envisage Teacher Education. Research in Teacher Education. 10 (1), pp. 53-56. https://doi.org/10.15123/uel.88z97
Book Reviews: Supporting the Emotional Well-Being of Children and Young People With Learning Disabilities: A Whole School Approach
Colley, A. 2020. Book Reviews: Supporting the Emotional Well-Being of Children and Young People With Learning Disabilities: A Whole School Approach. Research in Teacher Education. 10 (1), p. 57. https://doi.org/10.15123/uel.88z9v
Book Reviews: The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation
Palmer, S. 2020. Book Reviews: The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation. Research in Teacher Education. 10 (1), p. 58. https://doi.org/10.15123/uel.88z9w
Book Reviews: Introducing Research in Early Childhood
Hakyemez-Paul, S. 2020. Book Reviews: Introducing Research in Early Childhood. Research in Teacher Education. 10 (1), p. 59. https://doi.org/10.15123/uel.88z9x
CreatorsGarby-Czerniawski, G., Udenze, A., Uppal, G., Ahmed, F., Baker, A., Eka, V., Taylor, L., Le Voguer, M., Warner, L., McPhail, A., Colley, A., Palmer, S., Hakyemez-Paul, S., Elfallah, M., Taylor, B., Crutchley, R. and Schwarz, J.
Contributors
EditorGarby-Czerniawski, G.
Description

The Research in Teacher Education publication is published twice a year by the School of Education and Communities, University of East London, Water Lane, London E15 4LZ. The periodical offers a forum for informed debate and discussion on all aspects of teacher education. The publication showcases work from the teacher education teams at the School of Education and Communities and the wider teacher education community in the UK.

The definition of ‘research’, in its broadest sense includes any gathering of data, information and ‘facts’ designed to advance knowledge. While nurturing and publicising the creative talent within teacher education the periodical seeks to stimulate, provoke and extend discussion and debate with other professionals associated with this field. In addition to contributions from the team of teacher educators at the School, each edition of Research in Teacher Education will publish research findings, book reviews and/or opinion pieces from guest writers associated with the School of Education and Communities.

Year2020
PublisherThe School of Education and Communities, University of East London
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.88z87
Web address (URL)https://www.uel.ac.uk/research/research-in-teacher-education
Portfolio itemsEditorial
PRIDAM: A Framework for Teaching Programming
Exploring and Understanding Pupils’ Lack of Perseverance and Autonomy With Debugging in Computing
Is the Attainment Gap Fundamentally Flawed? Challenges and Opportunities
Do Children Perceive Social Class in Children’s Fantasy Texts? Initial Findings From Research in a Year 6 Classroom
How Can Developing Subject Literacy Enable Pupils to Enhance Their Subject Knowledge and the Understanding of Key Concepts in Geography?
Reflections of a ‘Wannabe’ Progressive Teacher: How Reflection and Reflexivity Can Positively Impact Practice
Seminar Capital: An Exploration of the Enduring Social and Pedagogical Benefits of Seminar Engagement
Educators as Empowerers: A Small-Scale Study of Opportunities to Expand the Scope of ITT Programmes, with a Particular Focus on Prison Education
Time to Really Re-Envisage Teacher Education
Book Reviews: Supporting the Emotional Well-Being of Children and Young People With Learning Disabilities: A Whole School Approach
Book Reviews: The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation
Book Reviews: Introducing Research in Early Childhood
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Czerniawski, G., Garlick, Sue, Hudson, A., Peters, Petula, Higher Education Academy and Continuum 2009. Listening to Learners. London University of East London.
Professional development for professional learners: teachers’ experiences in Norway, Germany and England
Czerniawski, G. 2013. Professional development for professional learners: teachers’ experiences in Norway, Germany and England. Journal of Education for Teaching: International research and pedagogy. 39 (4), pp. 383-399. https://doi.org/10.1080/02607476.2013.769339
Research in Teacher Education: Volume 3, No.2, October 2013
Czerniawski, G., Weston, C., Kidd, W., Atwal, Kulvarn, Bonilla Medina, S X, Etherington, Margaret, Weller, Alan, Fielding, Michael, Paffard, F., Wells, D., Guardini, Elena, Minnion, A., Kwiatkowska, G., Cruz Arcila, Ferney, Gariazzo, Julia and Viswarajan, S. 2013. Research in Teacher Education: Volume 3, No.2, October 2013. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.89178
Research in Teacher Education: Volume 3, No.1, April 2013
Czerniawski, G., Edmonds, C., Ameen, Ruhul, Herrington, N., Macklin, J., Ayres, D., Clarke, J., Menter, Ian, Kidd, W., Wells, D., Hassan, N., Tyrrell, C., Poon, Kokhung, Pye, T., Alexandrou, Alex and Mudd, Janine 2013. Research in Teacher Education: Volume 3, No.1, April 2013. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.89176
Research in Teacher Education: Volume 2, No.2, October 2012
Czerniawski, G., Morris, A., Dalladay, C., Murray, J., Read, A., Lewis, E., Rubiano, Clara, O'Brien, Jim, Betts, Paul, Wells, D., Macklin, J., Read, Andrew and Clifford, Paul 2012. Research in Teacher Education: Volume 2, No.2, October 2012. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.89175
Research in Teacher Education: Volume 2, No.1, April 2012
Czerniawski, G., Kidd, Warren, Wells, D., Jones, Kate, Pye, Tony, Ball, Stephen J and Wilks, John 2012. Research in Teacher Education: Volume 2, No.1, April 2012. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.89174
Editorial
Czerniawski, G. and Wells, D. 2012. Editorial. Research in Teacher Education. 2 (1), pp. 1-2. https://doi.org/10.15123/uel.85z3y
Student voice-by-numbers
Czerniawski, G. 2012. Student voice-by-numbers. Research in Teacher Education. 2 (1), pp. 14-18. https://doi.org/10.15123/uel.85z3x
Editorial
Czerniawski, G. and Wells, D. 2012. Editorial. Research in Teacher Education. 2 (2), pp. 1-2. https://doi.org/10.15123/uel.85y5w
Research in Teacher Education: Volume 1, No.2, October 2011
Czerniawski, G., Lewis, E., Amrane-Cooper, Linda, Meredith, Sarah, Woodage, S., Herrington, N., Welch, Gordon F., Morrisey, Sheila, Gobalek, Charles, Coogan, J., Cattle, E., Brennan, Caroline and Lockwood, Daniel 2011. Research in Teacher Education: Volume 1, No.2, October 2011. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.89153
Research in Teacher Education: Volume 1, No.1, April 2011
Czerniawski, G., Clarke, John, Dalladay, C., Brennan, Caroline, Quarshie, Richard, Maguire, Meg, Brennan, C., Wright, Kathy, Herrington, Neil, Meredith, S., Wells, D. and McDermott, D. 2011. Research in Teacher Education: Volume 1, No.1, April 2011. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.89151
Embedding the Global Dimension into Secondary Initial Teacher Training through the use of virtual schools
Czerniawski, G., Wright, Kathy and Herrington, Neil 2011. Embedding the Global Dimension into Secondary Initial Teacher Training through the use of virtual schools. Research in Teacher Education. 1 (1), pp. 21-26. https://doi.org/10.15123/uel.860z0
Editorial
Czerniawski, G. 2011. Editorial. Research in Teacher Education. 1 (1), pp. 1-2. https://doi.org/10.15123/uel.860yz
Editorial [Oct 2011]
Czerniawski, G. 2011. Editorial [Oct 2011]. Research in Teacher Education. 1 (2), pp. 1-2. https://doi.org/10.15123/uel.86049
Embedding Global Citizenship into Secondary Initial Teacher Training through the use of Virtual Schools: some lesson
Herrington, N., Czerniawski, G. and Wright, Kathy 2009. Embedding Global Citizenship into Secondary Initial Teacher Training through the use of Virtual Schools: some lesson. Developing Critical Perspectives on Education for Sustainable Development Global Citizenship in Initial Teacher Education. Jul 2009 pp. 36-43