Professional Learning and Practice
Our research encompasses policy, theory and practice in professional learning.
Crossing disciplinary and organisational boundaries
Our research encompasses policy, theory and practice in professional learning. It covers a range of contexts. Staff are represented from compulsory and higher education, medical education and educational psychology.
Our research provides professionals with knowledge, skills, and tools to work together, crossing disciplinary and organisational boundaries.
Publications
- Koglbauer, R. (2020) Focus on ALL … and our 30-year commitment to engagement. An interview with Christine Wilding. Languages Today, Winter 2020, Association for Language Learning, pp. 12-13.
- Koglbauer-Franklin, R. and Hazell, C. (2020) The last word: Overcoming adversity together. Languages Today, Summer 2020, Association for Languages Learning, p. 41 Online: Downloads/Language-Today-Issue-35-May-2020%20(4).pdf.
- Leat, D., Thomas, U., Hayward, K & de A’echevarria, A. (2020) The Good, the bad, the disconcerting – a week in the life of university project based learning (PBL) week for schools, in M. Steer, S. Davoudi, M. Shucksmith and L.Todd (eds) Hope under neoliberal austerity: responses from civil society and civic universities, Bristol University Press.
- Gibbs, S., Beckmann, J.F., Elliott, J., Metsapelto, R-L., Vehkakoski, T. & Aro, M. (2019) What’s in a name: the effect of category labels on teachers’ beliefs European Journal of Special Needs Education, 35(1), 115-127 http://dx.doi.org/10.1080/08856257.2019.1652441
- Robson S, Wihlborg M. co-editors, special issue: Internationalization of Higher Education: impacts, challenges and future possibilities. European Educational Research Journal Volume 18, 2, 2019 https://journals.sagepub.com/eprint/wi5BEvwgz6rc774Fm4zV/full
- Gibbs, S. (2018) Immoral Education: The assault on teachers’ identities, autonomy and efficacy Abingdon: Routledge
- Leat, D. and Thomas, U. (2018) Exploring the role of ‘brokers’ in developing a localised curriculum, The Curriculum Journal, 29:2, 201-218.
Staff
Staff working in this area include: