John Mynott, School of Education, University of Aberdeen, UK
The more experience I have with leading Lesson Study, the more impact on teachers’ professional le...
HANNAH FOX, DEPUTY HEAD OF ENGLISH, SJWMS; ASSOCIATE LECTURER, CANTERBURY CHRIST CHURCH UNIVERSITY, UK
Continuing professional development (CPD) is a crucial p...
KATY CHEDZEY, CHARTERED COLLEGE OF TEACHING, UK
EMILY PERRY, SHEFFIELD HALLAM UNIVERSITY, UK
MARIA CUNNINGHAM, TEACHER DEVELOPMENT TRUST, UK
The need for tea...
JOHN PARKIN, SCHOOL OF EDUCATION AND SOCIAL CARE, ANGLIA RUSKIN UNIVERSITY, UK
SARA SPEAR, SCHOOL OF MANAGEMENT, ANGLIA RUSKIN UNIVERSITY, UK
This paper prese...
Teachers as learners
Teachers are also learners. They learn through their engagement with a knowledge base, through their immersion in practice contexts and th...
Charles Tracy, Head of Education, Institute of Physics, UK
Laura Childs, Senior Policy Adviser, Institute of Physics, UK
As the professional body for physics ...
Alison B. Monzo, Director Of Programs, Center For The Advancement Of Girls, The Agnes Irwin School, USA
Bridgette Ouimette, Founder And Co-CEO, Advancing Girls...
Peter J Watson, Resource Developer, NCELP; Department of Education, University of York, UK
Victoria Hobson, Network CPD leader, NCELP; Department of Education,...
Jeanie Davies, Head of Learning and Organisational Development, Oasis Community Learning, UK; Co-Founder, Schoolgenie, UK
Georgina Newton, Associate Professor,...
