Research

Initial Teacher Education Curriculum, Pedagogy and Assessment (CPA) Research Group

This research group is led by Dr Katy Bloom Milner.

Our research is rooted in the singular nature of our student teachers' dual experiences as both learners and future planners and facilitators of learning.

Although often spoken of in individual terms, our group recognises the reciprocating inter-relationships between curriculum, pedagogy and assessment in the development of education professionals, and we research at the intersections of these complex dynamics.

Reflecting the diversity of theoretical approaches within education, we draw upon methodologies ranging from case studies, autoethnography and phenomenology to quasi-experimentation. Current issues include:

Analysis of the development of student teachers' understandings and agentic development of feedback
The affordances of varying pedagogical approach (including podcasting, augmented reality, adaptive teaching)
Learning from the perspectives of neurodiverse student teachers
The role of research-informed lesson design
Impact evaluations of our teaching
Inclusive practice toolkit research, including case study development

Circular ring diagram to show how York St John's values align with the 8 Teaching Standards. It also shows where the values overlap across multiple standards.

Get in touch

We would welcome new members and prospective PhD students who have an interest in researching and developing these aspects of their practice.

Research activity

Elbra-Ramsay, C. (2023) Assessment in HE Initial Teacher Education: Competing Contexts Discourses and the Unobtainable Pursuit for Fidelity. In: Menter, Ian, (ed.) The Palgrave Handbook of Teacher Education Research. 1st ed. Palgrave Macmillan, pp. 341-365.

Jagdev, M. (2022) Diversity and inclusion in initial teacher education. Mathematics Teaching, 284. pp. 21-24.

Clarke, E., 2022. Methodological pragmatism - freedom from the squeeze? International Journal of Multiple Research Approaches, 13(3).

Clarke, E. (2022) Contemporary Approaches to Behaviour and Mental Health in the Classroom: Weaving Together Theory, Practice, Policy and Educational Discourse

Elbra-Ramsay, C. and Clarke, M. (2022) Double Indemnity: Dualities, tensions and loss in the moral economies of feedback. Asia-Pacific Journal of Teacher Education, 50 (3). pp. 266-281.

Abrahams, I., Backhouse, A., Bloom, K. , Griffin-James, H. and Mat Noor, S. (2021) Research-2-Practice Supporting Secondary Science Teachers to Engage with Education Research. Full resources available at research-2-practice.org.uk

Abrahams, I., Backhouse, A., Bloom, K. , Griffin-James, H. and Mat Noor, S. (2021) Research-2-Practice Supporting Primary Science Teachers to Engage with Education Research. Full resources available at research-2-practice.org.uk

Raymond, P. (2018) Terror versus soul: The struggle for creativity in primary Initial Teacher Education. Research in Education, 100 (1). pp. 130-147.

Bloom, K. (2023) Flexing formative feedback to achieve different outcomes. ASE Annual Conference, 5-8 January 2023, Sheffield.

Bloom, K. and Backhouse, A. (2023) Enriching the science curriculum with research-informed lesson plans: Research-2-Practice, A Wellcome Trust funded project. ASE Annual Conference, 5-8 January 2023, Sheffield.

Jagdev, M. and Bloom, K. (2022) Diversity, inclusion, anti-racism, decolonial practice and women in STEM – an opportunity to share good practice. In: UCET Annual Conference, 1-2 November 2022, Stratford-upon-Avon.

Parker, K., Bloom, K. and Elbra-Ramsay, C. (2022) An Evaluation of the School Experience Formative Assessment Continuum - One Year On. In: UCET Annual Conference, 1-2 November 2022, Stratford-upon-Avon.

Bloom, K. (2021) Students and staff working together to increase independent learning. In: Talk about Teaching for Social Justice, York St John University.

Bloom, Katy (2021) Students understanding success criteria and receiving feedback to promote self-regulated learning. In: Talk about Teaching for Social Justice, York St John University.

Parker, K., Bloom, K. and Elbra-Ramsay, C. (2021) Re-imagining the assessment of school-based practice. In: UCET Annual Conference, 2-3 November 2021, online.