Teacher Education and Educational Studies Research Cluster

The focus of this cluster is to create a welcoming, inclusive and respectful space in which research-active and research-inspiring individuals can engage in scholarship and knowledge exchange. The overall focus of the research cluster is to promote research pertaining to teaching and teachers in the broadest possible sense.

We work with schools, trusts, teaching alliances, universities and charitable organisations both regionally, nationally and internationally to better understand policy, theory and practice within an ever-changing education landscape. We welcome collaboration with other research groups and those with an interest in promoting high-quality teacher education.

Our aims

Teacher Education and Education Studies Research Cluster and its members aim to answer the following questions:

What is the future of the educator and how will this shape teacher education?

Through innovative theoretical and conceptual work, we explore the future of teacher education, preparing the next generation of educators at all levels.

How can theoretical, conceptual and methodological innovation impact teacher education?

Utilising theoretically- and methodologically-informed approaches we will explore pedagogical, curricular and assessment innovation to impact on teacher education.

What are the most effective ways to impact teacher education policy and practice?

Through partnerships and interdisciplinarity, we enact our civic duty as a research collective to inform local, national and international policy and practice.

How can research and scholarly activities contribute to the education community, locally, nationally and internationally?

Through empowerment and championing expertise, our members seek to impact teaching and education through knowledge production, exchange and dissemination.

Research Cluster Lead

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Dr Jack Bryne Stothard

As a Senior Lecturer in the Institute of Education, Dr Stothard works with masters and doctoral students in various fields pertaining to education. In particular, he teaches and supervises doctoral st...

Research Cluster Team

Our research

We carry out research with mainstream, independent and rural schools, teaching school alliances and other educational organisations. We also evaluate research projects and work with teachers and school leaders to help raise standards. We can provide professional development opportunities in areas such as evidence-based/informed teaching, professional learning, mathematics education and school leadership.

Internationally, we research and advise in a range of countries around such topics as SEND, Mathematics and educating children from disadvantaged areas.

We have several doctoral students researching a variety of educational areas such as School Direct and University Partnerships, Therapeutic Education, Lesson Study.

Research-informed teaching

We supervise doctoral students researching topics related to all aspects of teacher education and training. We are interested in discussing further proposals in this area.

Join us

If you are interested in joining this research centre, want to find out more or are interested in applying for a PhD in this area, please contact Dr Jack Bryne Stothard.

Publications

2024

Mosey, C. and Stothard, J. (2024) Adaptive Teaching in Primary Schools: A toolkit for trainee teachers. Sage: London.

Stothard, J. (2024) 'Non examples as an assessment tool: pre-services teachers' reflections from the primary classroom.' Primary Mathematics, (Spring), 1-15.

2023

Byrd, J. and Stothard, J. (2023) 'A reflection on the teacher education curriculum and the decolonising agenda.' Journal of Philosophy of Education, 1-9. 10.1093/jopedu/qhad080

Pabla, A. and Stothard, J. (2023) 'How might the use of Schemes of Work impact on teacher autonomy? IMPACT: Journal of the Chartered College of Teaching, 18.

Maratos, F., Byrd, J. and Mosey, C. (2023) ‘An overview of schooling in England.’ Dynamis (5)5, 21-33.

Petronzi, D., Schalkwyk, G. and Petronzi, R., (2023). ‘A Pilot Math Anxiety Storybook Approach to Normalize Math Talk in Children and to Support Emotion Regulation.’ Journal of Research in Childhood Education, pp.1-19

2022

Mosey, C. and Stothard, J. (2022) 'Reimagining adaptive teaching: creating a supportive environment for all learners.' IMPACT: Journal of the Chartered College of Teaching, (May/15)

Pabla (2022) Mastery mathematics: Pedagogically powerful or massively misunderstood? BERA. Available from: https://www.bera.ac.uk/blog/mastery-mathematics-pedagogically-powerful-or-massively-misunderstood

Patmore, M., Woodhouse, S., Petronzi, R. and Mosey, C. (2022) Fundamental English and Mathematics Skills for Trainee Teachers. London: Learning Matters

2021

Stothard, J. (2021) 'Identifying hidden misconceptions in mathematics.' Journal of the Association of Teachers of Mathematics. (July/ 277) pp. 37-39.

2020

Byrd, J. (2020) 'Imagining a new normal, free from judgement and blame.' FORUM, (62)3, 345-352.

Mieschbuehler, R. (2020) The Racialisation of Campus Relations. London: Civitas

Mieschbuehler, R. (2020) How to bring about real equality in higher education, in Bartram, B. Understanding Contemporary Issues in Higher Education: Contradictions, Complexities and Challenges, London and New York: Routledge

2018

Mieschbuehler, R. (2018) The Minoritisation of Higher Education Students: An Examination of Contemporary Policies and Practice. London and New York: Routledge

2017

Mieschbuehler, R. (2017) Beyond the student experience, in Hayes, D. (Ed.) Beyond McDonaldization: Visions of Higher Education, London and New York: Routledge

Scarrot, N. (2017) India today and tomorrow in Brown, M.A. (2017) The Shifting Global World of Youth and Education. London: Routledge

Scarrot, N. (2017) Migration - a defining issue of the 21st century in Brown, M.A. (2021) International Perspectives on Inclusion within Society and Education. London: Routledge

2016

Mieschbuehler, R. and Hooley, T. (2016) World-Class Apprenticeship Standards: Report and Recommendations. Derby and London: International Centre for Guidance Studies. University of Derby and Pearson Education UK

2015

Mieschbuehler, R., Hooley, T. and Neary, S. (2015) Employers’ Experience of Higher Apprenticeships: Benefits and Barriers, Derby and Melton Mowbray: International Centre for Guidance Studies, University of Derby and Pera Training

Mieschbuehler, R. and Vickers, R. (2015) Research update 2014, Journal of the National Institute for Career Education and Counselling. April (34): 55-58

Hayes, D. and Mieschbuehler, R. (2015) The refuge of relativism, in Cottle, V. A. and O’Grady, A. (Ed.) Exploring Education at Postgraduate Level, London: Routledge

Hewitt, D. and Tarrant, S. (2015) Innovative Teaching and Learning in Primary Schools. London: Sage.

Mieschbuehler, R. and Dodd, V. (2015) New Model of Employer Driven Postgraduate Provisions in the Engineering Sector: Evaluation Report, Derby: International Centre for Guidance Studies, University of Derby. (Unpublished Report)

Scarrot, N. (2015) Tanzanian street children, victims, ordinary lives or extraordinary survivors? in Brown, M.A. (2015) Migration and the Education of Young People 0-19.  London: Routledge

  • Fox, A. & Poultney, V. (2020) Professional Learning Communities and Teacher Enquiry. Critical Publishing: St Albans.
  • Poultney, V. & Benson, D. (2020, in review) The key to mathematical pedagogical liberation: the value of a university professional development programme supporting teachers’ learning using a mastery approach. Research in Mathematics Education.
  • Fox, A. & Poultney, V. (2020, in review) Teacher Professional Learning through Lesson Study: Teachers’ Reflections. International Journal for Lesson and Learning Studies

2020

  • Poultney, V. (in press, 2020) ‘School-University Partnerships’ in Fox, A. and Poultney, V. Professional Learning Communities and Teacher Enquiry. St Albans: Critical Publishing.

2019

  • Charles, S. (2019). 'Dyslexia Spells Trouble' in V. Chiou, O. Holz, N. Oruç & F. Shelton, F. (eds) International Insights: Equality in Education. Waxmann: Germany.

2018

  • Smith, R. (2018) ‘The “Three Ps” (Perfecting, Professionalization, and Pragmatism) and their Limitations for Understanding Cuban Education in the 1970s’ in Emily Kirk et al. eds. Cuba's Forgotten Decade: How the 1970s Shaped the Revolution. Langham: Lexington, 2018.

2017

  • Blum, D., Smith, R. & Dawley-Carr, J. (2017) ‘Being a “good Cuban”: Socialist citizenship in a globalized context’ in Suzanne Choo et al. eds. Educating for the 21stCentury: Perspectives, Policies and Practices from Around the World. Singapore: Springer, 2017.
  • Scarrot, N. (2017) India today and tomorrow in Brown, M.A. (2017) The Shifting Global World of Youth and Education. Routledge: London.
  • Smith, R. (2017) ‘Cuba: The Impact of the Cuban Revolution’ in C M Posner et al. eds. Education in Mexico, Central America and the Latin Caribbean. London: Bloomsbury, 2017.

2015

  • Scarrot, N. (2015) Tanzanian street children, victims, ordinary lives or extraordinary survivors? in Brown, M.A. (2015) Migration and the Education of Young People 0-19. Routledge: London.
  • White, J. & Byrd, J. (2015) Early Years Workforce Development, in (eds) A. O'Grady & V. Cottle, Exploring Education at Post Graduate Level. London: Routledge.

2019

  • Ferguson, B., Sollenberger , C. & Bloor, A. (2019) “Cultural and Other Influences of Teacher Preparation Programs in Three OECD Countries”. International Association of Specail Education 16th biennial conference.  Magamba, Tanzania: July 2019.

2018

  • Byrd, J. (2018) ‘Collaborative inquiry and partnership working and learning’ Teacher Education Advancement Network Conference, Aston University, Birmingham.
  • Charles, S. (2018) Can't spell, can't teach? British Dyslexia Association - International Conference: Telford.
  • Charles, S. (2018) Can't spell, can't teach? National Association of Disability Practitioners - International Conference: London.
  • Charles, S. (2018) The fear of talking queer: PGCE student preparedness to address homophobia in primary and secondary schools, TEAN: University of Aston.
  • Poultney, V. (2018) Derby Research School ‘ A Case of Learning Rounds’. Workshop presented at Derby Moor School, July 7 2018.
  • Poultney, V (2018) BERA Ethics of Educational Leadership. Presentation entitled The Ethics of researching sociocratic relationships: using the Consciousness Quotient inventory as a pilot methodology to explore a school-university partnership’. The Open University, March 26, 2018.
  • Poultney, V. (2018) Teacher Education Advancement Network (TEAN) March 6th 2018 ‘Let’s Talk about Evidence-based Practice’ Keynote Speech.

2017

  • Benson, D with Poultney, V (2017) ‘Maths Mastery: The key to professional and pedagogical liberation? Teacher Education Advancement Network (TEAN). University of Aston May 2017.
  • Buxton, S, Hewitt, S & Thomas, A. (2017) A new way of learning: How can an understanding of self-efficacy and emotional resilience be used to develop successful teaching and learning strategies for students in Initial Teacher Education? Research paper presented at Teacher Education Advancement Network. Online. Available at: http://insight.cumbria.ac.uk/id/eprint/2600/1/Hewitt_ANewWayOfLearning.pdf
  • Charles, S. (2017) Can't spell, can't teach? TEAN: University of Aston 

Blogs

2019

2018

Seminars

2019

  • Byrd, J (2019) Difficult conversations: discourses our student teachers use when discussing race and religion and ethnicity. University of Derby.
  • Poultney, V. & Fordham, J. (2019) School-University Partnerships in an ever-changing education landscape. Research and Scholarship Forum: University of Derby (9 October, 2019).

2018

  • Anderson, D. (2018) Flexi-schooling. University of Derby.
  • Poultney, V. (2018) Evidence-based teaching for enquiring teachers. University of Northampton: Teacher Education seminar series.
  • Poultney, V (2018) Learning Rounds, University of Derby.