Research

Teacher Selection, Formation and Development Research Group

This research group collaborates on topics including communities of practice in early career teaching and government policy in initial teacher education.

The Teacher Selection, Formation and Development Research Group meet monthly to collaborate where appropriate on research topics.

Topics include:

The interview process
The development of identity from student to teacher
The development of school-based mentors of student-teachers
Communities of practice in early career teaching
Assessment practices to foster the development of students' professional agency
Government policy and the process of initial teacher education

The group is currently working on a collaborative investigation of spaces for genuine transformative dialogue (as defined by dialogism theory) within our Year 3 primary ITE curriculum and to what extent dialogic approaches are worth pursuing for learning and renewal in education.

Get in touch

We would welcome new members and prospective PhD students who have an interest in teacher and school mentor selection, formation and development, and education policy and initial teacher education.

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

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.

Meredith, M. (2023) Whose knowledge counts? The academic, academic knowledge and epistemic justice. In McNiff, J. (ed.) Representations of the academic: Challenging assumptions in higher education. Abingdon, Routledge, pp. 41-57. https://doi.org/10.4324/9781351053372

Meredith, M. and Quiroz-Niño, C. (2022) Facilitating knowledge democracy in a global North/South academic collaboration. Educational Action Research, 30 (5), pp. 810-827. https://doi.org/10.1080/09650792.2020.1866632

Meredith, M. (2021) Academic practice and public engagement through the lens of Hannah Arendt’s public sphere of action. Cambridge Journal of Education, 50 (6), pp. 751-763. https://doi-org.yorksj.idm.oclc.org/10.1080/0305764X.2021.1926928

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

Rock, B. (2023) The End of Surprise? The State of the Subject of Secondary English, and Implications for Initial Teacher Education. FORUM, 65 (2); forthcoming.

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

Parker, K., Day, R. and Whitfield, L. (2021) Teacher Trajectories: rhetoric and reality, autonomy and constraint. Presentation at Universities Council for the Education of Teachers (UCET) Annual Conference, 2 to 3 November 2021, Online.

Trussler, S. (2023), Action Learning and leadership development of safeguarding in a charity leadership team, Presentation at Action Learning International Conference, 17 to 19 April 2023.

Unsworth, R. (2022) The Voice of Google. An ethnography of the role of cloud-based collaborative technologies in the formation of primary classroom practices. Keynote presentation at Oxford Ethnography and Education Conference 2022, September 2022, University of Oxford.

Brian Rock - English in Education, Research in Education

Sarah Trussler - Research in Education