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Embedding research methods as a technique for contextualising learning and understanding to overcome threshold concepts in psychology
No full textThe present work seeks to assess whether threshold concepts can be transitioned through by integrating content from different domains of Psychology. The work expounds issues surrounding threshold concepts and its relationship to student achievement in a Research Methods activity embedded within a Personality and Intelligence module. The specific threshold concepts focused upon in the present work is the contextual understanding of human intelligence, psychological assessment, statistical analysis and interpretation of findings. The paper emphasises the importance of the context in which learning takes place to not only meet learning outcomes but enhance student experience. The present study used a between subject mixed methods approach utilising a quasi-experimental design. Qualitative feedback indicated that the student experience to embedding content was received positively. Cohort grade averages were also improved, demonstrating an improvement in student outcomes compared to the typical way that these topics are taught. The paper recommends the exploration of integrating topics in Psychology to better suit the student learning experience and outcomes. These findings carry significant implications for undergraduate curriculum design in Psychology and potentially other disciplines. Integrating research methods into subject-specific modules could be an effective strategy for bridging the gap between theoretical knowledge and practical application
Enhancing action in supporting international pre-service science teachers via self-study
No full textTeacher training bursaries have historically proven to be an effective recruitment strategy in teacher education. Since 2022, international applicants studying the teacher education courses with a specialism in secondary physics have been eligible for the teacher training bursary, thus the ethnic diversity of preservice science teachers (PSSTs) has increased significantly (DfE, 2024). Many international PSSTs have experience teaching in their home countries, but are unfamiliar with the English Education system (Campbell, 2025). These challenges prompted us, as a group of science teacher educators (STEs), to reflexively examine how our practice as white, Westernised teacher educators can value the experiences of international PSSTs. Examining our practice requires a reflexive inward turn, centring ourselves within the research. Thus, in this project, we adopt a collaborative inter-institutional self-study methodology to examine our practice critically. We use autobiographies, meeting transcripts, reflective journals, and critical incidents as data entries to uncover how our pedagogic practice evolves. Further, we discuss whether we effectively cater to the needs of international PSSTs. Results highlight our unconscious biases, such as unfounded assumptions that international PSSTs would be unfamiliar with practical work. Moreover, our research documents barriers such as communication, which, if left unchallenged, can hinder efforts to support PSSTs in refining their teaching expertise in the English school setting. We conclude this paper by providing examples of how we adapt our teaching practice and respond to calls for stronger support for international teachers (Millar, 2018) and efforts to decolonise teaching in initial teacher education (Le Grange, 2023)
Violence impacting children and youth:perspectives from the Global South
No full textWhile much of the Global North has experienced relative peace after World War 2, the same cannot be said about the Global South, where there have been numerous political and military conflicts. Out of these forms of violence, other subsequent forms of deprivation and state repression have resulted, causing further spinoffs, and inducing more forms of violence impacting children and youth in homes, schools, street life, and in war zones as refugees and child soldiers.This book provides informative perspectives on violence impacting children and youth, examining trends, dynamics, and experiences of violence in the Global South’s varied settings. It enables policymakers to develop useful strategies to protect children and youth since the future of every society lies in the quality of life given to its children and youth. The book will be of great value to educators, social workers, scholars, and researchers in violence-related areas of practice
International dimensions of educational leadership and management for economic growth
No full textEducational leadership and management shape the quality and effectiveness of global education systems, with implications for national and global economic growth. As education becomes influenced by globalization, leaders and policymakers must navigate diverse cultural, political, and economic contexts while promoting innovation, equity, and accountability. International perspectives reveal varied approaches to leadership and governance, offering valuable insights into how strategic decision-making and resource management can improve educational outcomes and workforce readiness. By understanding and integrating global best practices, educational leaders may foster systems that enhance learning while contributing to sustainable economic development.International Dimensions of Educational Leadership and Management for Economic Growth explores the critical roles of leadership and management in education, offering conceptual, theoretical, and practical frameworks that address global and cultural perspectives in educational leadership. It examines how leadership influences educational governance, development, and competitiveness. This book covers topics such as digital technology, global business, and social media, and is a useful resource for educators, economists, business owners, academicians, researchers, and scientists
‘It felt like a secret ballot’:the impact of accreditation on academics working in initial teacher education in England, 2022/2023
No full textIn 2022, a mandatory accreditation process was enacted across the pre-service teacher education sector in England, the successful navigation of which would be a requirement for institutions to continue offering initial teacher education (ITE) beyond 2024. We surveyed 143 academics working in ITE in 2022/23, using an online survey to capture opinions and thoughts about their experiences of the academic year. In this paper we focus on experiences of the re-accreditation process. The results show a number of significant concerns within this group, including workload, perceptions of ideologically motivated change and existential concerns for individuals and the sector. Taking a descriptive research approach to the study, we conclude that the accreditation process has had a serious and negative impact on ITE academics in 2022/23. Whilst our focus is on one country, which is an outlier in terms of the policy, regulation and accountability of teacher education, there are national governments that have expressed an interest in carrying out their own provider accreditation processes, and this may be of interest to those working in ITE in those countries, and to anyone who has an interest in the future of pre-service teacher education and teacher educators
Teacher expectations and equity groups:preservice teacher views from Australia, Sweden and England
No full textTeachers today must be able to cater for diversity in their classrooms, so they can prepare all students to live and work in a global economy. This requires teachers to have equitable expectations for students from diverse backgrounds. As part of a larger study on preservice teacher cultural competence, this paper investigates the developing teacher expectations of preservice teachers regarding students from equity groups. Survey respondents came from three universities in Australia, Sweden and England (n = 351). While results across the samples for the overall survey were mostly similar, there were some clear differences. The Teacher Expectations Scale was the area of least development for all cohorts and received the most comments in the open responses. Preservice teachers were more aware of teacher expectations’ importance for some groups of students than others. The authors outline considerations for initial teacher education (ITE) programmes regarding the development of preservice teacher knowledge about teacher expectations.</p
Opening the dialogue on death:navigating the journey of bereavement, grief and trauma within probation delivery
No full textTransitioning pedagogies:the role of developing the story during Higher Education psychology teaching
No full textThis theoretical paper will explore issues and benefits associated with adopting storytelling as a pedagogical approach within higher education. Adopting positions from Socio-cultural Theory and Self-determination Theory establishes potential theoretical underpinnings for this approach. Specifically, this paper will look at foundational underpinnings in storytelling, seeing both the teacher and student as producer of the story. The marketisation of the United Kingdom higher education landscape has resulted in multiple transition points for universities and students. These include an increased emphasis on recruiting students from under-represented groups, student retention and the role of higher education in preparing students for graduate level employment. These transitions have also resulted in key points for students. Students have been repositioned as consumers of higher education and are viewed as key evaluators of the quality of teaching and learning. Within this context, this paper affirms the case for storytelling in higher education and extends this to the Psychology classroom. Psychology students are tasked with exploring new theoretical positions and concepts presenting challenges to their imagination. As such, storytelling here represents an important tool for educators. Thus, indicating the importance of its use more widespread in areas such as Psychology. It is hoped that through this paper, storytelling will be viewed as an essential scaffolding technique to enable successful transition into, and within Higher Education. The paper sheds light on the importance of bridging the transitionary gap for students entering Higher Education in Psychology and highlights an important storytelling methodology to achieve this