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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. -
Exploring 'Digital Imposter Syndrome' and How to Support Those Struggling with it
Dr. Theresa Marriott, Digital Learning Technologist in the Centre for Enhancement in Learning and Teaching (CELT) at Bishop Grosseteste University, has been published in the Society for Education and Training's journal (InTuition) for her research into ‘Digital Impostor Syndrome’. The article explores how, while online learning has become a firm component of learning and teaching during the COVID-19 pandemic, a greater reliance on technology has also increased the risk of teachers and students struggling with Digital Impostor Syndrome. Drawing on her research, Dr. Theresa Marriott discusses digital impostorship and explores strategies for how to support those who may be finding it challenging to use their digital skills so intensely. Speaking following publication Dr Marriott discussed what drove her research: “The research was originally my PhD research but from this developed an awareness of Impostor Syndrome specifically related to technology in my roles working in Learning and Teaching Enhancement. Post PhD research it became apparent that in my daily practice I was seeing many staff and students who felt like impostors when using technology and this has greatly amplified during COVID where learning and teaching moved online. Through this I have a greater awareness of the barriers to using and engaging with technology, and my practice has developed to support students and staff using an enabling approach to ensure that they can feel more digitally confident.” You can read the full article by clicking here. 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. Image credit: Unsplash. -
English Department provides ‘A Night in With Shakespeare’ for BGU students
The ongoing period of COVID-19 has created a number of challenges to the Higher Education experience of students and staff across the country. At Bishop Grosseteste University (BGU) the English Department Team have risen to the task of finding innovative and adaptive ways for students to interact and learn socially as Dr Amy Albudri, Lecturer in English at BGU, explains: -
Don’t let Dyslexia stop you from achieving your dreams!
Victoria Dalton - BA (Hons) English Literature student - shares her advice on staying positive and focused when facing challenges -
Family and study: Striking a balance!
Victoria Dalton - BA (Hons) English Literature student - shares her guide to balancing family and study commitments -
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) -
Joint Research Venture to Help Better Equip Lincolnshire Visitor Economy
Bishop Grosseteste University’s (BGU) Chris Jackson has successfully been awarded funding from the Quality Assurance Agency for Higher Education (QAA) to run a collaborative research project with Dr Georgiana Els, University of Lincoln (UoL). The purpose of the project is to engage with communities and organisations in the Lincolnshire visitor economy (“City -County-Coast”) to explore what skills and attributes may be needed to better-equip the sector to cope with high levels of uncertainty in an fast-changing environment. “This is a great learning collaboration” says Chris. “We’re using the industry-specific practice and experience of UoL and combining this with research into future-fit adult learning.” “There’s also a twist to this that QAA jumped on – we’re using students to design and deliver a programme in a team-learning initiative. This builds on work that Georgiana and I have already carried out with Team Entrepreneurship students from BGU working on 24-hour business challenges with Leisure and Tourism Students from UoL.” Professor of Educational Learning, Phil Wood commented, “This is an exciting initiative that is looking to establish catalytic questions rather than definitive answers, with all participants benefitting from the outcomes. It can also help to inform us as educators how we can develop engaging, relevant learning that supports the communities that we serve.” The programme launches in May and will be looking to recruit a small group of students from both universities who would be interested in engaging in live collaborative research whist developing their own skills and attributes. Further information on the venture can be found by contacting chris.jackson@bishopg.ac.uk -
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. -
Are you a Foster Carer looking to enhance your skills?
Our Professional Studies courses might be the perfect route for you -
‘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”
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