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Student teachers share good practice on reading
Three trainee teachers at Bishop Grosseteste University have had research projects on promoting reading to children shared on a national good practice website for educators. The Reading Rich Pedagogies website is designed to support teachers who are developing Reading for Pleasure in the classroom and now features projects from students Chloe Golland, Isobel Holmes and Amber Whiley who are all currently in their third year of the BA Primary Education with QTS course. All three began their projects as a result of attending the OU/UKLA's Teachers' Reading group run by Emma Rogers (BGU Senior lecturer in Education). Through attending these meetings they were able to audit their own practice, meet with teachers and discuss effective classroom strategies and develop their knowledge of children's books; experience would feed directly into their projects. Isabel’s project explored ‘Sharing Reading’ and speaking after its acceptance to the website she highlighted the impact the Reading Group had had on her: ““It was a really good opportunity to speak to other teachers and learn from their reading for pleasure practice. It was also a great way to develop my own practice and explore reading for pleasure in more depth. “ Chloe’s project, pictured above, provided an interactive display to encourage discussion around a number of subjects related to reading. She shared her thoughts on how the group and the project would benefit her future teaching: “It was an enjoyable and influential experience which encouraged me to develop my own reading for pleasure and develop strategies which I could utilize to promote it within my future placements and when I become a fully qualified NQT” ‘Raising the Profile of Reading for Pleasure’ was the focus of Amber’s project and she shared how the group encouraged her to further her research: “This was an interesting, beneficial and inspiring group which has encouraged me to increase my own subject knowledge on reading and inspired me to research more into this area of education” Having led the group Emma Rogers was delighted to see the students’ efforts gaining national recognition: “This has been a great opportunity to showcase and celebrate the students' hard work and commitment to developing reading for Pleasure and great preparation for their careers in Primary education.” To find out how you can create your own successes in our collaborative learning community, visit our website, speak to a member of our Enquiries Team or join us on one of our Open Days. -
How Research is Driving Innovation in Health Care at BGU
At Bishop Grosseteste University (BGU) we’re proud to offer a diverse range of health care related courses designed to train and upskill at all levels, be they budding professionals or seasoned practitioners. Innovation is the driving force of these courses, particularly the MA Health and Social Care Leadership along with the MSc Primary and Community Care, which look to explore opportunities to take the health care profession to a new level. -
"By choosing BGU you are doing more than just a degree, you are setting yourself up for life" - How studying at BGU started Jake's career in sport
I came to Bishop Grosseteste with the ambition of becoming a PE Teacher. BGU helped me achieve everything, and more, than I could have ever hoped for. During my three years studying Education Studies and Sport, I was able to gain my first experiences of what it would take to become a teacher. I was able to work in a variety of settings including a secondary school PE Department along with Primary and UTC college environments. The secondary placement in particular, reaffirmed to me that I was right in wanting to be a PE Teacher and chase my dream career. I was able to work alongside the entire PE department, assisting in delivering lessons, running extra-curricular clubs and gaining experience across different Key Stages. The modules allowed me to learn about educational philosophies and different pedagogical approaches to teaching, which allowed me to form my own style of teaching. The wealth of experience the lecturers have meant you could be challenged but also challenge them on contemporary issues and have a high-level discussion about what is happening in the world of sport and education. I was able to achieve a first-class honours degree and I felt like I earnt my degree as the level of scrutiny and academic rigor made sure you get what you put into each assessment. My favourite module though was when I got to complete my dissertation. I used my dissertation as preparation for my PGCE at Loughborough University. I was able to interview many PE teachers across the country about the feasibility of a Models-Based Practice being adopted in a PE curriculum. Rafe Elliot, my sport lecturer was always there to give me advice and support throughout. To this day, my dissertation is my proudest piece of work. -
Academics' Research Explores Teacher Training and Well-Being Around the World
Academics from Bishop Grosseteste University's (BGU) Well-being and Workload in Education Research and Knowledge Exchange Unit (RKEU) have published an article in the British Education Research Association's Research Intelligence magazine. Out this month the article, by Dr. Aimee Quickfall, Dr. Emma Clarke and Shaun Thompson, explores the differences and similarities in teacher trainee well-being across Finland, Denmark and the UK, drawing on their research experience of three years data collection in these countries. Speaking ahead of publication, Dr Quickfall discussed the article’s focus, along with the ongoing work of the RKEU: “Mental health and well-being are pressing issues for the education sector, and the pandemic has exacerbated this. This BGU RKEU are working to find solutions to poor teacher trainee well-being, by looking to other countries for best practice. The team are currently engaged in an Erasmus+ funded project to build teacher trainee and mentor tool kits to support well-being and manage workload.” The Spring edition of Research Intelligence is focused on contemporary issues in mental health and wellbeing in education, and has been guest edited by Professor Jonathan Glazzard and Samuel Stones from Leeds Beckett University, and can be found here: https://www.bera.ac.uk/publication/spring-2021 You can find more information on the work and projects of the Well-being and Workload RKEU by clicking here.. If you’re interested in a future in education, our BA (Hons) Primary Education with QTS (3 year undergraduate degree), BA (Hons) Primary Teaching Studies with QTS (15 month top up degree), and PGCE courses are the perfect ways to begin or continue your adventure on the path to becoming a fantastic teacher! If you have any questions, our Enquiries Team are ready to help. Contact them today or visit our website to find out how to take your next steps. -
BGU Lecturers suggest improved disaster risk reduction policy for Bangladesh
Bangladesh has more than 700km of coastline within the Bay of Bengal (BoB). It is a low-lying flood plain and high population density country. Due to the geographical location and topography, any cyclonic activities on BoB and beyond on it, on the Indian Ocean, impact on the coastal communities in Bangladesh. (Below photo: Approximate origin and path of severe tropical cyclone Amphan on May 2020) -
Exploring Leadership in Schools: Academic Makes the Most of Lockdown with Double Book Release
Trevor Kerry, Visiting Professor at Bishop Grosseteste University (BGU), has written two books exploring aspects of leadership in schools. Making use of the extra time provided to him by the multiple COVID-19 related lockdowns, his intention was that the books should be intensely practical but, at the same time, a fun read. Additionally, it was his desire that they should be attitude changers, written in episodes to which the reader could return. -
‘Dedicated’ Students Look to Create a Legacy with First Student-Led Research Conference at BGU
‘Dedicated’ Students Look to Create a Legacy with First Student-Led Research Conference at BGU In April 2021, a group of seven dedicated final year BA Primary Education students took the lead in successfully delivering an online research conference to 100 of their peers and lecturers on conducting educational research. The group of students, supported by project-lead Dr Ashley Compton and Student Engagement Facilitator, Helen Waters-Marsh, planned, organised, and delivered a range of live online workshops as well as producing pre-recorded conference materials, all during the lockdown of 2021. Dr Ashley Compton discussed the origins and future of the conference: “Helen and I started talking about this in the spring of 2019. We had preparations for the first conference well under way when lockdown hit. This was before the world got used to existing through Teams and Zoom so at that point, we were forced to cancelled it. We were determined to try again this year so planned it as an online conference from the beginning.” “A group of students volunteered and proved to be dedicated and reliable. We worked together to produce a programme and shared out the jobs. The students were great about producing content and encouraged contributions from their fellow students.” “The conference was well attended by year two students and was incredibly useful for their current research module, but more importantly preparing them for their dissertation next year.” “The whole thing went so well that we intend to do this again next year.” Bethanie Crawley, one of the students who organised the conference, shared her experience and how she hopes it will impact her future: “I got involved with the student led conference as a way of paying back the help I have received over my three years training” “I gained a sense of comradery working with people I possibly haven't had much contact with previously. I was more motivated to get on with my assignments while we discussed the issues that arise in research as I now had solutions within my head” “I would highly recommend getting involved in the conference. You get to develop so many skills in presenting, teamwork, and time management. It also looks amazing on a job application for when you are applying as it shows you can work in a team.” “I am going to use this experience to have the confidence to get involved with other projects throughout my first couple of years teaching. I have presented online and been involved with delivering online material which will help in the case of possible teaching online based on the issues of the current climate, this is a good skill to have currently” Another student conference organiser, Molly-Ann Burnett, has since had a successful job interview where she was able to draw on her experiences organising the Student-led Research Conference: “In recent job applications, I have mentioned my role in the conference when discussing elements of professionalism and leadership. I drew on the experience in a successful job interview, speaking about how it developed my confidence and demonstrated my ability to work as part of a team” “I have gained some much-needed confidence in using technology for presentations, something which is sure to become more relevant in future years. I have also gained confidence in interacting with others, be that the team, contributors and those who attended the final conference” Alisha Gibbs, final year BA Primary Education student, said she got involved as she knew how challenging a dissertation can be: “It was so rewarding to be sharing advice and it was also a confidence boost to sit back and realise how much you have accomplished. I also found that I felt much more confident with leading and speaking in front of large groups which is an important skill to have” Student Conference Organiser Louise Beasley shared Alisha’s sentiments about organising the conference: “I grew in confidence when presenting live to the second years, it also helped me to reflect on my research and how far I had come since my second year. I also really like helping others, so I got a sense of pride and accomplishment through this” -
Ideas Café – Autism
On 5th April, we held an ideas cafe surrounding the topic of autism. Attendees came from a diverse range of health, social care and academic backgrounds. A range of ideas were highlighted for discussion, in relation to autism that the attendees felt would be valuable to discuss. Ideas that were put forward included: Managing parents’ expectations around obtaining a diagnosis for their childHow to keep autistic children in mainstream schoolSpecial needs training for all trainee teachersTransition for a child into adult servicesTraining for educational staff – increasing training and confidence levels of staff to better manage children with autismHow do we access school staff in order to train them?Can technology be used to link up all of these different areas?Mapping the services available for different age groups. The group consensus was that a mapping exercise would be useful to visualise what services are currently available and who they are aimed at. This led to an interactive session of plotting out services and gaps in service for different age ranges: Early YearsPrimary School AgeSecondary School AgePost 16/Teenagers/Young adultsAdultsThe Elderly Where gaps were identified, the group considered what was being done, or what could be done to address the shortcomings. Once plotted, services were categorised according to whether they could be accessed through universal services or self-referral, or whether they required a referral to be made via a professional. A follow-up event to further map out out the autism landscape of Lincolnshire, and to discuss and collaborate on other themes relevant to autism has been planned at LORIC on Friday 7th June 10am-12pm. This event is open to anyone with a personal or professional interest in autism and places can be booked via the LORIC Eventbrite page. -
Holocaust survivor and discrimination campaigner among those recognised with honorary awards at BGU in 2020 Graduation Ceremonies
Bishop Grosseteste University is delighted to recognise an incredible group of individuals with honorary doctorates as part of its 2020 graduation ceremonies. Those selected represent a wide range of backgrounds including Holocaust survivor and discrimination campaigner Simon Winston, Operations Manager for the England Men's World Cup winning Cricket team in 2019 Phil Neale and the former Director of INSET at the National Centre for Language and Literacy Prue Goodwin. You can read more about each of the exceptional recipients below: -
British Educational Research Association releases findings on BGU research on NQT experiences
The British Education Research Association (BERA) have released initial findings of a British Academy funded research currently being carried out by Bishop Grosseteste University’s (BGU) Professor Phil Wood, Dr. Emma Clarke and Dr. Aimee Quickfall. The blog post, titled ‘How newly qualified teachers are coping in the time of Covid-19’, shares initial findings from interviews and surveys carried out this year, with further data collection ongoing into August. You can read it in full by clicking here. Phil, Professor of Education Change at BGU, explained the context of the current newly qualified teacher cohort: “Newly qualified teachers (NQTs) have arguably always had tough challenges to overcome, but the pandemic has added to these challenges, including rapid adaptations to initial teacher education content (ITE) delivery in 2019/20 and many involved in ITE and NQT support fear that the pandemic has created a ‘lost cohort’.” However, the research trio have found that whilst the year has been challenging, there are reasons to be cheerful. Emma, Senior Lecturer in Primary and Early Years ITE at BGU, explained what the participants are reporting so far: “We have been surprised by some of the data coming out of our project so far. The majority of NQTs – 77 per cent – agreed or strongly agreed that their ITE prepared them well for their NQT year, with just under 30 per cent reporting that they did not feel confident on entering their NQT year. Almost 80 per cent of NQTs agreed or strongly agreed that they were being supported well by colleagues to develop their teaching practice, and 81 per cent agreed or strongly agreed that despite Covid-19 they were continuing to develop their skills as a teacher.” The project involves national survey results as well as in depth interviews with NQTs, which Aimee, Head of Programmes for Primary and Early Years ITE at BGU, commented on: “As researchers we have been mindful that often national research on teacher experiences involves large scale survey data and a limited range of answers. This study has provided opportunities for the NQTs themselves to explain what they have been through and what resources have supported them to succeed. We can use these findings to improve preparation for early career teachers.” NQTs have been sharing their pragmatic approaches to their first year in the profession, and whilst the year has been very challenging and some NQTs are reporting fewer uplifting experiences, participants like Alisha have commented on how relationships and networks that started in their universities and training providers have supported them: “Everyone on my PGCE course… we’ve still got our little group chat and that’s been great because when something goes completely wrong and you can just throw that in, and somebody else goes, ‘Well actually that’s gone wrong for me as well. I’m confident that we’ll all pass our NQT year. It’s just working out how we can get more support or navigate through this interesting time.” You can find more information on the wide range of innovative PGCE courses offered by BGU on our website. Alternatively you can contact our Enquiries Team or join us on one our Open Days to find out how to begin your journey into teaching.
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