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
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.
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).
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.
Dr Katy Bloom Milner
Group leader, Associate Professor
Dr Andy Atkins
Dr Emma Clarke
Dr Caroline Elbra-Ramsay
Deputy Head of School: Education
Manjinder K Jagdev