Emma & Tom Talk Teaching

Hello from Emma and Tom! Hopefully you're all having a well-deserved summer break after the last academic year. We're off on our holidays too, but wanted to pop by and round up the year of podcasting that's just gone. Plus we look forward to our return for season 4 on the 3rd September! ----------Recorded at Cardiff Metropolitan University's Cyncoed campus on 2nd August 2021

There's a bonus episode 22 this year because we started our PGCE late, so we're finishing later than usual. And that means we've reached the final episode of season 3! In another pandemic-disrupted year, we've still managed to have a great time interviewing the great, the good and the knowledgable in the education world about their specialist subjects. Today we've managed to get the boss herself, Dean of Cardiff School of Education and Social Policy Julia Longville, to talk about a subject that can strike fear into the hearts of teachers up and down the land: inspection.Julia worked for the Welsh education inspectorate, Estyn, in a past life, and has plenty to say about what inspectors are for, what they do, and how we should approach their inevitable appearance in our schools. There's lots of great advice for those who haven't had a brush with the inspectorate before, and although much of the conversation is focused on Estyn, we also touch on inspection more generally.We also take a look at the way the relationship between Estyn and educators has evolved in the light of education reform in Wales, and look to the future of the inspectorate under a new curriculum.STOP PRESS: Estyn got in touch with us just before this podcast came out to pass on their latest guidance on inspection for schools and PRUs. You can check it out here: Our new inspection arrangements for schools and PRUs | Estyn (gov.wales)For our final set of short slots this season, Julia has some tips for us on the usual topics of wellbeing, something interesting and something to try.And that's a wrap for the 2020-21 academic year! Thanks for being with us as we grappled with remote recording, al fresco podcasting and finally a joyful return to our beloved studio. We'll be in touch over the summer, and then return with more podcast goodness in September. Thanks for listening! Best wishes from Emma and Tom ---------------Recorded in studio D0.12 at Cardiff Metropolitan University's Cyncoed Campus on 17th May 2021

In the second episode of this doctoral double-bill, it's Tom's turn in the hot-seat to discuss his progress so far. Tom's gone for the more traditional PhD option because he likes being left alone to get on with things. The story so far includes Welsh mining communities, National Curriculum fights, the oddities of music teachers and plenty more.We hope you've enjoyed hearing about two doctoral research experiences. If you're interested in applying for an MA or doctoral programme here at Cardiff Met, please do search for the relevant web pages online and you'll be able to contact someone who knows more than us about the programmes!Tune in next time for our final episode of this year, all about inspection.  --------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed campus on 21st May 2021

For the next two episodes, we're going to talk about our own doctoral research, and what it's like studying for a doctorate while working in education.Emma's drawn the short straw and agreed to go first, and her research is set to weave together a number of really important themes including curriculum reform, reform of initial teacher education and her beloved subject of drama.It's also a chance to hear about the EdD - a doctorate that may not be as widely known as the PhD, but potentially provides a great format for doctoral study for teachers.We'll be back in a fortnight, when Tom takes the hot seat!   --------------------Recorded in studio C2.05 at Cardiff Metropolitan University's Cyncoed campus on 17th May 2021

Croeso’n ôl i Tameidiau o Ymchwil TAR – rydyn ni’n lledaenu’r ymchwil gorau gan athrawon dan hyfforddiant o’n rhaglenni TAR yn Gymraeg. Mae Nia Davies yn fyfyriwr ar ein rhaglen TAR Cynradd, ac mae hi wedi bod yn ymchwilio i’r addysgeg Darllen er Pleser yng nghyd-destun dysgu cyfunol.Mae crynodeb gweledol Nia a grëwyd ganddi er mwyn cyflwyno i’w hysgol yma, a diolch yn fawr i Nia am roi caniatâd inni ei rannu. Os ydych chi’n awyddus i ddarganfod mwy, mae ei chwe phrif ffynhonnell llenyddiaeth isod.  Diolch i Nia a Sioned am ymddangos ym mhennod yr wythnos hon!  Reimer, F.M. a Schleicher, A. (2020) Schooling Disrupted Schooling Rethought: How the Covid-19 Pandemic is Changing Education. OECD. Cremin, T. et al. (2014) Building communities of engaged readers: Reading for Pleasure. Routledge. Cai, R a Wang, Q (2020) A Six-Step Online Teaching Method Based on Protocol-Guided Learning during the Covid-19 Epidemic. Best Evid Chin Edu Cyf 4(2) (tt. 529-534) Clark, C. a Picton, I. (2020) Children and young people’s reading in 2020 before and during lockdown. London: National Literacy Trust. Merga, M.K. a Mat Roni, S. (2018) ‘Empowering Parents to Encourage Children to Read Beyond the Early Years’. Reading Teacher Cyf 72 (tt. 213-222) Scottish Book Trust (2018) ‘Evaluation of the First Minister’s Reading Challenge’  

A warm podcast welcome back to Dr Rhiannon Packer, who joined us just after Christmas in a double-act with Dr Susan Davis, but is now back for a solo appearance! Rhiannon has just published a book: All Change! Best Practice for Educational Transitions, and is here to talk to us about all things transitional.The lives of our learners are full of transitions, and managing these so that they are a positive experience is hugely important for all of us who work in education. Rhiannon has plenty of pointers for us in today's deep discussion, and hopefully you'll leave with some new things to consider when approaching these pivotal moments for whoever you teach.Top marks to Rhiannon for coming back so soon with another set of homework slots, too!Rhiannon's book is published by Critical Publishing and is well worth a read!  --------------------Recorded remotely on 25th February 2021

PGCE research bites 4 features Lydia Bundy, a student teacher on our PGCE Primary programme, and also a guest appearance by Jo Bowers from the primary team.Lydia researched into the Reading for Pleasure pedagogy, something that Jo has talked to us in detail about on the podcast in the past, and its potential for enhancing the wellbeing of primary pupils. In this research bite she runs through her findings and conclusions. Jo, meanwhile, gives us some perspective from the point of view of a primary specialist and a Reading for Pleasure veteran!Lydia's six main literature sources were:Clark, C. and Teravainen-Goff, A. (2018) ‘Mental wellbeing, reading and writing’. National Literacy Trust. Pp 1-37.Mak, H.W. and Fancourt, D. (2020) ‘Reading for pleasure in childhood and adolescent healthy behaviours: Longitudinal associations using the Millennium Cohort Study’. Preventive medicine, 130, p.105889. Ledger, S. and Merga, M.K. (2018) ‘Reading Aloud: Children's Attitudes toward being Read to at Home and at School’. Australian Journal of Teacher Education, 43(3), pp.124-139.Elley, S. (2014) ‘Examining the Use of Bibliotherapy in a Third Grade Classroom’. Texas Journal of Literacy Education, 2(2), pp.91-97.Chou, M.J., Cheng, J.C. and Cheng, Y.W. (2016) ‘Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation’. Universal Journal of Educational Research, 4(1), pp.81-97. Stairs, A.J. and Burgos, S.S. (2010) ‘The power of independent, self-selected reading in the middle grades’. Middle School Journal, 41(3), pp.41-48.

For this episode we welcome one of our lead partnership school colleagues, Abi Chase. Abi is associate headteacher at Bassaleg School just outside Newport. Before the Covid-19 pandemic, Abi had the exciting task of revamping and redefining the school's vision and values around pedagogy. When Covid-19 hit, Abi's work had its ultimate test!In this conversation, Abi explains how she worked to 'rebrand' the school's priorities, and how she then used these to keep a steady ship as the school was challenged by the need to move to remote teaching and learning almost overnight in the Spring of 2020.There are plenty of interesting insights into leadership and strategy, as well as where we go from here as educators now that there is (hopefully) some light at the end of the coronavirus tunnel.A huge thank you to Abi for taking the time to speak to us! --------------------Recorded remotely on 25th February 2021

Croeso i bennod arall o Dameidiau o Ymchwil TAR, yn dod â’r ymchwil gorau gan athrawon dan hyfforddiant o Bartneriaeth Caerdydd ar gyfer Addysg Gychwynnol i Athrawon. Yr wythnos hon rydym ni’n lledaenu’n Gymraeg, ac yn croesawu Beca Harries o’r cwrs TAR Uwchradd Ieithoedd Tramor Modern a fydd yn sgwrsio gyda Dr Gina Morgan. Mae Beca wedi bod yn ymchwilio strategaethau i annog cyfranogaeth ar lafar mewn gwersi ieithoedd tramor modern. Bydd Beca yn cyflwyno chwe phapur allweddol ac yn rhannu ei chasgliadau. Mae Beca eisoes wedi cyflwyno’r ymchwil yma i’w phrif ysgol partneriaeth ar ffurf crynodeb weledol, ac wedi rhoi caniatâd i ni rannu ei ffeithlun, y gallwch chi ei weld drwy glicio yma. Os hoffech chi ddarllen mwy, mae cyfeirnodau ar gyfer y chwe phapur allweddol i’w weld isod. Diolch yn fawr i Beca am rannu ei ymchwil, ac i Gina am gyflwyno! Christie, C., 2013. Speaking spontaneously in the modern foreign languages classroom: Tools for supporting successful target language conversation. The Language Learning Journal, 44(1), tud.74-89. Sherrington, T (2019) Rosenshine’s Principles In Action. John Catt Educational Ltd., tud.27-34. Namaziandost, E., Homayouni, M. and Rahmani, P., 2020. The impact of cooperative learning approach on the development of EFL learners’ speaking fluency. Cogent Arts & Humanities, 7(1), p.1780811. Bunaya, Mulya & Basikin, Basikin. (2019). Improving Speaking Confidence by Using Think Pair Share (TPS) Teaching Strategy to High School Students. 10.2991/iccie-18.2019.59. Lemov, D. 2015. Teach Like A Champion 2.0 : 62 Techniques That Put Students On The Path To College. Jossey-Bass. San Francisco, USA Dallimore, E., Hertenstein, J. and Platt, M., 2012. Impact of Cold- Calling on Student Voluntary Participation. Journal of Management Education, 37(3), pp.305-341

It's time for us to turn our gaze up to the dizzy heights of educational leadership! Whether you're a student teacher or a hard-bitten old cynic like Tom, let's pause and consider the challenges and delights of being in charge. Lisa is Director of Initial Teacher Education at our friends the University of South Wales, another teacher education institution from just down the road. She's been a listener to the podcast for quite a while, and has answered the call we put out in our Easter special 2020 for anyone from senior leadership in education to come and tell us what makes them tick.In a wide-ranging conversation, we explore the difference between leadership and management, how to keep hold of our core moral purpose in the challenging world of education, and how to lead collaboratively. Plus, has the research-informed revolution reached the world of educational leadership, and how should a brand-new entrant to the profession set their sights on leading?Many thanks to Lisa for coming on, and do take a look at her reading recommendations below. Adair, J. (2009). Effective Leadership: How to be a successful leader (New ed.). London: PanCochran-Smith, M. and Lytle, S. l. (1999). ‘The teacher research movement; A decade later’, Educational Research 28 (7); 15-25Fullan, M. (2020). Leading in a Culture of Change. New Jersey, USA. Jossey-Bass.Fullan, M. (1993). Why Teachers Must Become Change Agents. Educational Leadership, 50 (6), pp.12-17.McDermott, I., Hall, L. (2016). The Collaborative Leader. Ceredigion. Gomer Press.Pollard, A. (2019) Reflective Teaching in Schools. London. Bloomsbury.   --------------------Recorded remotely on 2nd February 2021