Emma & Tom Talk Teaching

Here in Initial Teacher Education land, we're very familiar with coaching our brand-new members of the profession, student teachers who are working towards that all-important qualified teacher status (QTS). But today's guest, Julie Keyes, has moved sideways from a successful career in teaching to provide coaching to more experienced members of the profession.Working with senior leaders as well as those further down the food chain, Julie joins us down the line from Cornwall to discuss how coaching can benefit teachers and schools, how she goes about having a coaching conversation, and what she can draw out with some simple but effective questions.Julie's video recommendation is How to Tame your Advice Monster, and her book recommendation is Coaching on the Go.You can find Julie at theeduationalcoach.co.uk---------------------------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed Campus (and remotely from Cornwall) on 31st March 2022

it's another Saturday research bite for you, and PGCE Primary student teacher Abby Dee is in conversation with Sioned Dafydd about her work, which considers AfL strategies for inclusion. Abby is particularly interested in working with pupils with ASD and other additional learning needs, and indeed she has undertaken her second PGCE placement in a special school.In this conversation Abby explains what she found out, and the strategies she was able to identify for her own practice.You can also watch this conversation at the Professional Learning with the Cardiff Partnership YouTube channel.Abby's infographic is available for download here.Abby's six main sources of literature were:Bourke, R. and Mentis, M. (2013). ‘Self-assessment as a process for inclusion.’ International Journal of Inclusive Education, 17(8), pp.854–867Clark, I. (2014). ‘Equitable learning outcomes: Supporting economically and culturally disadvantaged students in “formative learning environments.”’ Improving Schools, 17(1), pp.116–126Heritage, M. (2018). ‘Assessment for learning as support for student self-regulation.’ The Australian Educational Researcher, 45(1), pp.51–63Kefallinou, A., Symeonidou, S. and Meijer, C.J.W. (2020). ‘Understanding the value of inclusive education and its implementation: A review of the literature.’ PROSPECTS, 49(3-4), pp.135–152Tay, H.Y. and Kee, K.N.N. (2019). ‘Effective questioning and feedback for learners with autism in an inclusive classroom’. Cogent Education, 6(1)Westbroek, H.B., van Rens, L., van den Berg, E. and Janssen, F. (2020). ‘A practical approach to assessment for learning and differentiated instruction.’ International Journal of Science Education, 42(6), pp.1–22

Welcome to another episode of PGCE Research Bites! We've got another PGCE MFL student for you today: Rhiannon Ashcroft talks to her programme leader, Kerry Bevan, about her review of the literature on restorative practice.A sometimes controversial and often misunderstood approach to pupil-teacher relationships, restorative practice proved to be fertile ground for Rhiannon to make some helpful and practical recommendations on where to start. Her infographic is available for download here.You can watch this discussion on our 'Professional Learning with the Cardiff Partnership' YouTube channel.Rhiannon's six main literature sources are:Blood, P. and Thorsborne, M., 2016. Overcoming Resistance to Whole-School Uptake of Restorative Practices. Paper presented at the International Institute of Restorative Practices "The Next Step: Developing Restorative Communities, Part 2" Conference. Available at https://www.iirp.edu/pdf/beth06_blood.pdfDas, A., Macbeth, J. and Elsaesser, C., 2019. ‘Online school conflicts: expanding the scope of restorative practices with a virtual peace room.’ Contemporary Justice Review, 22(4), pp.351-370.Finnis, M., 2021. Independent thinking on restorative practice: Building relationships, improving behaviour and creating stronger communities. 1st ed. Carmarthen: Crown House Publishing, pp.70-113.Hulvershorn, K. and Mulholland, S., 2018. ‘Restorative practices and the integration of social emotional learning as a path to positive school climates.’ Journal of Research in Innovative Teaching & Learning, [online] 11(1), pp.110-123. Available at: https://www.emerald.com/insight/content/doi/10.1108/JRIT-08-2017-0015/full/pdfLodi, E., Perrella, L., Lepri, G., Scarpa, M. and Patrizi, P., 2021. ‘Use of Restorative Justice and Restorative Practices at School: A Systematic Literature Review.’ International Journal of Environmental Research and Public Health, 19(1), p.96.Short, R., Case, G. and McKenzie, K., 2018. ‘The long-term impact of a whole school approach of restorative practice: the views of secondary school teachers.’ Pastoral Care in Education, [online] 36(4), pp.313-324. Available at: https://doi.org/10.1080/02643944.2018.1528625

It's time to hit the road (for about a mile) and make an enormous mess of wires and microphones in the nerve-centre of Welsh Government. We travelled to Cathays Park for a chat with our second education minister since we started the podcast. Jeremy Miles has been the minister for education and the Welsh language for just under a year now, and with the implementation of the new curriculum for Wales just a few short months away, it wasn't hard to work out what we needed to ask him about.Our in-depth interview starts with the obvious question - are we ready? - and then tackles a number of pressing issues including the impact of Covid-19, concerns over equity and coherence, how to look after a very hard-pressed teaching profession and try to make it more reflective of the diversity of pupils in the classroom.While there are always going to be questions left unasked in 45 minutes, we hope we've provided you with some food for thought as we enter the final stages before September 2022.------------------------------------------Recorded at Cathays Park, Cardiff on 25th April 2022

We have so many goodies for you, and so little of the year left, that we're giving you some bonus Saturday releases: for the first time ever, we present BA Bites!As well as our well-known PGCE programmes, the Cardiff Partnership for ITE has an undergraduate BA Primary with QTS programme, and today we bring you our first ever guest from that programme. Lani Codd is a final year student who has carried out classroom-based research into the link between pupils' ability in literacy and their creative capacities.In this research bite, you can hear Lani talking to Emma about her work, and what she found out.You can check out Lani's infographic summarising her findings here, and a video version of this conversation is available at the Cardiff Partnership's professional learning YouTube channel.

Research Bites is back! Showcasing the very best student teacher research from the Cardiff Partnership for Initial Teacher Education, we're proud to present student teachers in conversation with their tutors about the work they've done, and the impact it's had on them and their classrooms.Today, Sonia Fajkis joins us to talk about engagement in blended learning in the language classroom. Sonia talks to her PGCE programme leader, Kerry Bevan, about her review of the literature and the recommendations she made to her school, as well as her next steps as a teacher and a researcher.Sonia has kindly made her summary infographic available for download, which you can find here. Thanks, Sonia!You can also find a video version of this conversation at the Cardiff Partnership's professional learning YouTube channel.Sonia's six main sources were:Chiu, T. K. F., (2021): Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic, Journal of Research on Technology in Education, Apr 2021. https://doi.org/10.1080/15391523.2021.1891998Chu, T. L. (A.). (2020). ‘Applying positive psychology to foster student engagement and classroom community amid the COVID-19 pandemic and beyond’ Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000238König, J., Jäger-Biela, D.J. and Glutsch, N. (2020) ‘Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany’, European journal of teacher education, 43(4), pp. 608–622. https://doi.org/10.1080/02619768.2020.1809650Pelikan, E.R., Lüftenegger, M., Holzer, J. et al. (2021) ‘Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence’, Z Erziehungswiss, 24, pp. 393–418. https://doi.org/10.1007/978-3-319-70010-6_14.van Roy, R. and Zaman, B. (2019) ‘Unravelling the ambivalent motivational power of gamification: A basic psychological needs perspective’, International journal of human-computer studies, 127, pp. 38–50. https://doi.org/10.1016/j.ijhcs.2018.04.009Ryan, R.M. and Deci, E.L. (2020) ‘Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions’, Contemporary educational psychology, 61, pp. 101860

We're back with the second half of our double-bill discussing the outcomes of joint research carried out by Cardiff Metropolitan University and Cardiff University into the impact of Covid-19 on the education landscape. The research focused particularly on assessment, and looked at both pupils and student teachers.In this second episode we're rejoined by Professor Emmajane Milton from Cardiff University, and also welcome Dr Anna Bryant and Dr Viv John from Cardiff Met. We're discussing the reforms to initial teacher education in Wales, the model of research-informed clinical practice that was adopted in Cardiff, and what happened when Covid-19 hit less than a year into a brand-new (for us) way of educating teachers.We discuss the place of research-informed clinical practice in supporting new teachers to develop despite a rocky start to their careers, differing perceptions between school and university about the way that Covid-19 impacted teacher education, and look at how we move forward and continue developing our vision together with our school partners. What features are the Covid-keepers, and what innovations do we want to throw out and never see again?A reminder that the IPDA is a super-friendly support group for anyone involved in education, and their can be found at ipda.org.uk, with twitter handles at @ipda_prof_learn and @ipdacymru--------------------------------------------------------------------------------------Recorded in studio D0.12 at Cardiff Metropolitan University's Cyncoed Campus on 4th March 2022

It's the Easter break in schools - and who knows, we might even take a few days of annual leave ourselves!It's become a tradition at holiday times for us to break into our normal service with a chat about some interesting, weird and wonderful things we've found online, so here's our Easter offering for you.Tom's on best behaviour this time around and has promised not to drop some nightmarish bombshell on Emma to respond to, and all three of his contributions are actually linked to teaching. Meanwhile, Emma has some interesting stuff of her own to share. We hope you enjoy our free-form chat and find something interesting in there! Have a wonderful break, and we'll be back with the second half of our Covid Assessment Project research double-bill in a fortnight.Find our goodies online:1) BBC World Service: Deeply Human2) Political Thinking with Nick Robinson: Lord (Jonathan) Sumption3) The Guardian: 100 ways to slightly improve your life4) Twitter: Dan Wuori on teacher sacrifice5) New York Times: Wordle6) CNN: All students had to do was read the syllabus--------------------------------------------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed Campus on 31st March 2022

Today we're releasing the first in a double-bill of podcast episodes discussing joint research carried out by the Cardiff Partnership for Initial Teacher Education, and presented at events convened by the International Professional Development Association.We're joined by the newly-professored Emmajane Milton (congratulations to her!) and Dr. Alex Morgan from Cardiff University, who carried out research in a team with colleagues from Cardiff Met. The research, funded by Welsh Government, aimed to discover the impact of the Covid-19 pandemic on both pupils and student teachers, with a particular emphasis on assessment.The findings were interesting and concerning for both groups, and what we present today is a no-holds-barred, in-depth discussion about the state of education today as we continue to face challenges from Covid-19, and as we look to reform education in Wales.At the time we release this episode, the report itself had not been publicly released, but on 23rd March we received news that it is now publicly available. You can read them here, and the report being discussed today is research study 4.We'll be back in a fortnight with another episode based on this work, in which we dig deeper into how initial teacher education fared when the pandemic hit.----------------------------------------------------------------------------------Recorded in studio D0.12 at Cardiff Metropolitan University's Cyncoed Campus on 3rd March 2022

Long-time podcast listeners may remember our review of Lucy Crehan's bestseller Cleverlands, in which the author outlined her insights into leading education systems of the world. Crucially, Lucy had actually got on a plan and travelled to the countries, living with teachers and speaking to people involved in education, and so her conclusions about the features of high-performing education systems of the world had more weight behind them. It also helped that her final chapter was crystal clear in summarising what she saw as the common features of world-leading education systems.So you can imagine how excited we were to be able to pack up our wires and microphones and hit the road - not only were we taking the podcast for the first time since Covid hit in 2020, but we had an invitation to Lucy Crehan's house for a long chat about her work supporting teachers in implementing the new curriculum for Wales!Our discussion turned out to be an honest and serious evaluation of how things are going in what should be the final stages before the new curriculum is rolled out in Welsh schools. Are we ready? Are there cautionary notes to be drawn from Scotland's Curriculum for Excellence? How can teachers fill in the gap between the 'big picture' aspirations of the curriculum documents and the nuts and bolts of subject disciplines?All is revealed in this extended interview with Lucy Crehan, and we hope you find the insights useful, no matter where in the world you're listening.-------------------------------Recorded in Swansea on 16th February 2022