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Tran inclusion - resisting the culture wars in ITE (Initial Teacher Education)
Dr Lyndsay Muir spoke about resisting the ‘culture wars’ in ITE as part of the Equalities keynote panel at the UCET conference in November 2023. This year she was asked back to talk at the 2024 conference in more detail about the work being done in collaboration with UCET colleagues on supporting Trans and Non-Binary (TNB) people who are joining the teaching profession. She outlined the heightened visibility of TNB people in the first decades of the 21st century, alongside the misrepresentations, misunderstandings and hostility that are likely to be within the lived experiences of TNB people. Many gender diverse people who wish to become teachers may be wary of the kind of media attention that someone like Lucy Meadows experienced in 2013 - a teacher who transitioned whilst in post, who wrote in an email to a friend on New Year’s Day 2013 I'd like to be able to say I've given something back. I suppose the best way for me to do this would be to educate the people around me and children at school – I am a teacher after all! After intense, intrusive and highly sensationalised media coverage, later criticised by the coroner (Pidd, 2013), she took her own life on the 19th March that same year. (See Trans teacher Lucy Meadow's death turns town against press | Transgender | The Guardian (Pidd & Murphy, 2013)). The combined effect of such sensationalised, often negative, media coverage (Gupta, 2019), with more recent draft DfE guidelines for consultation on ‘gender questioning’ pupils (Department for Education, 2024) and the publication of the Cass report on NHS Services for Young People (Cass, 2024) is the context in which the UCET Equalities sub-group has been discussing how best to support Trans and Non-binary entrants to the teaching profession. Lyndsay shared her insights into this collegiate dialogue, which is much needed and continues to evolve. -
Lucy Hughes
Lucy is a Senior Lecturer on the MA in Education and iPGCE programmes at Bishop Grosseteste University. With over a decade of experience in education, she brings a wealth of practical knowledge and academic expertise to her role. Background and Experience Lucy's career in education began in the secondary school setting, where she spent 9 years as a dedicated MFL teacher and Head of Department. She progressed quickly to leadership roles in curriculum, whole school improvement and teacher development. This hands-on experience has provided her with invaluable insights into the challenges and opportunities facing educators in today's diverse classrooms. Transition to Higher Education Later in her career, she transitioned to Initial Teacher Education (ITE), where she continued to develop her passion for preparing the next generation of educators. This move allowed her to combine her practical experience with cutting-edge educational research, enriching both her teaching and research interests. -
Dr. Jessica Vernon
Dr. Jessica Vernon is programme leader of MA Education and iPGCE. Prior to joining BGU Jessica earned her undergraduate degree in TESOL and Linguistics from Manchester Metropolitan University. Alongside her studies she completed her CELTA qualification and gained experience teaching English to Speakers of Other Languages and English for Academic Purposes. She has experience teaching English to adults and young learners. In 2018 Jessica joined BGU as a student to complete her MA in Education with TESOL. Following this she returned to BGU as a lecturer in TESOL and Linguistics. Teaching on BA English Language and Teaching, and MA Education with TESOL. Her teaching focused on Language and Communication, Historical Linguistics, TESOL in Practice, Testing and Assessment in Language teaching, and Global English. In addition to this, she held the role of course director for the Trinity CertTESOL award where would guide level 5 students to gain an internationally recognised teaching qualification. Whilst working at BGU Jessica has completed her PhD part time, which was awarded by the University of Leicester in 2024. Thesis entitled, Motivational frameworks in a classroom context: exploring their utility in measuring LOTE learners' motivation. Her academic interests include: Modern foreign language motivation in anglophone countries, the impact of the learning environment and emotions on language learning, and supporting EAL learners. -
Support your students’ learning and give them a taste of Higher Education with an NEA Day at BGU
A-Level History students and teachers from Kings School, Grantham, and Ridgewood School, Doncaster, became the latest learners to benefit from a Non-Exam Assessment (NEA) Day at Bishop Grosseteste University (BGU) as they spent a day with academics from the BGU History department. -
Dr Caroline Meredith
As Head of Academic Partnerships, Caroline oversees BGU’s collaborative partnerships with a range of local Further Education colleges and other education and training providers across the UK. This involves working collaboratively with internal and external colleagues on portfolio development, academic standards, academic quality, and student experience. Additionally, as Senior Lecturer in Education, Caroline contributes to teaching, learning and assessment on a range of postgraduate education programmes. Caroline’s research interests have included transitions in childhood and young adulthood, digital technologies in pre-schools, and the professional development and career journeys of teaching assistants. She is a Fellow of the Society for Education and Training, a Senior Fellow of the Higher Education Academy and a Chartered Member of the Chartered Management Institute. -
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. -
The Sandford Award for high quality heritage education awarded to 47 new sites
The Sandford Award is provided by the Heritage Education Trust in partnership with Bishop Grosseteste University and is the only body in existence to provide independent quality assurance for heritage education. Over 500 organisations from across the British Isles have received the award since the scheme began in 1978 and it is currently held by over 200 museums and heritage sites. This year, the Sandford Award will once again celebrate high quality in heritage education provision from a broad range of heritage sites and services across the wider UK heritage sector including Lincoln Cathedral, Blists Hill Victorian Town, Royal Air Force Museum London, Stonehenge and Wessex Archaeology. The award focusses on formal, curriculum-linked education opportunities, although recognition is also made of informal learning such as family programmes and outreach. The awards are made annually and are non-competitive. The newly awarded sites are set to be recognised for their heritage education work at the Trust’s very first virtual event on Wednesday 8 December at 11am; a joint celebration of 2020 and 2021 Sandford Award recipients. The Sandford Award supports heritage learning professionals to be strong advocates; improving provision and partnership working within their organisation to benefit diverse audiences. The Heritage Education Trust developed a new online approach to the assessment of the Sandford Award in response to the pandemic and will be adopting new ways of working in order to do so effectively. To achieve the rigorous assessment criteria, organisations must demonstrate the delivery of high-quality heritage education. Applicants for the award carry out a reflective self-assessment of their work, consult with their service users and present evidence of achievement against six assessment criteria. This is reviewed by an experienced peer volunteer assessor and followed up by an assessment of the education service, mentoring, and a report with advice for improvement. Organisations benefit from the process and particularly value the opportunity for constructive, critical review with an experienced peer, and the opportunity to learn through sharing good and effective practice. John Hamer OBE, Chair of the Heritage Education Trust, said: “The last two years have posed immense challenges for all of us. This year’s Sandford Award ceremony – for the first time virtually – celebrates the success of the heritage sector in general, and the 2020 and 2021 award winners in particular, in overcoming the many difficulties resulting from the pandemic. They are to be warmly congratulated on their achievements. Professor Scott Fleming, Deputy Vice-Chancellor at Bishop Grosseteste University said: “After what the heritage education sector has been through since the spring of 2020, on behalf of Bishop Grosseteste University, I’m delighted that we’ll be able to celebrate the successful Sandford Award recipients for 2020 and 2021. “It’s always a super event – online this year – when we recognise sector-leading organisations of different kinds from Britain and Ireland.” The establishments that received the awards in both 2020 and 2021 are as follows: 2020 award winners Amersham Museum Chelmsford Museum Colne Valley Museum EPIC: The Irish Emigration Museum Holdenby House Hopetoun House La Hougue Bie Museum of Jersey Heritage Lincoln Cathedral Milton Keynes City Discovery Centre Pontefract Castle St Albans Museum + Gallery Wirksworth Heritage Centre World Rugby Museum 2021 award winners 1066 Battle of Hastings Abbey and Battlefield Alnwick Castle The Battle of Bannockburn Beeston Castle and Woodland Park Blists Hill Victorian Town Bristol Museum & Art Gallery Carlisle Castle The Collection Conisbrough Castle Crich Tramway Village Discovery Museum & Tyne & Wear Archives The Dorman Museum Durham University Library and Collections, Oriental Museum Grimsby Fishing Heritage Centre Haslemere Museum Head of Steam: Darlington Railway Museum Jarrow Hall: Anglo-Saxon Farm, Village and Bede Museum Kenilworth Castle and Elizabethan Garden King Richard III Visitor Centre Knebworth House Layer Marney Tower National Maritime Museum Cornwall National Museum of Scotland Osborne House Parliament Education Centre Royal Airforce Museum London The Shakespeare Birthplace Trust Stafford Castle Stonehenge Tatton Park The National Museum of Computing Tower Bridge Wessex Archaeology Worcester Cathedral A full list of current Sandford Award Holders: https://www.heritageeducationtrust.org/award-holders The 2022 Sandford Award opens for entries on Monday 13th December. Find out how to apply at: https://www.heritageeducationtrust.org/how-to-enter -
Initial Teacher Training at Bishop Grosseteste University re-accredited by the Department for Education
The Vice-Chancellor of Bishop Grosseteste University, The Reverend Canon Professor Peter Neil commented: “This institution has been providing teacher education in the City of Lincoln for over 160 years; we currently work in partnership with over 600 schools and Colleges, constantly adapting to meet changing priorities. “I am delighted we have been awarded this accreditation in order for us to continue to educate teachers of the highest quality for this region and beyond into the future. The teaching profession is central to the building and re-building of societies and BGU is a major strategic partner in this endeavour. In relation to the response submitted in BGU’s application for a high-quality, evidence-based trainee curriculum, the Department for Education feedback stated “The response fully meets all the criteria set out in the question and outlines how the applicant will provide high-quality ITT and benefit trainee outcomes and gives assurance that it will be of a sufficiently high quality, meeting all of the quality requirements and minimum time allocations. In summary, this application gives a high degree of assurance that trainees will be supported, coached and taught effectively.” Dr Matt Dunn, Associate Dean and Head of Programmes for Secondary and Further Education commented: “This well-deserved accreditation gives recognition to the immensely committed, experienced and talented team of teacher educators here at BGU and across our entire partnership of schools and colleges. “Whilst we draw upon a long-standing tradition of providing superb initial Teacher Training, we are also extremely excited about the future and we very much welcome discussion with other providers, schools and Colleges who may wish to join our established partnership.” If you are interested in partnering with BGU, and would like to discuss how you may join us as a partnership school or delivery partner, please email faculty@bishopg.ac.uk If you are interested in training to teach, BGU offers a range of undergraduate, postgraduate, part-time and full-time options, as well as a route for working Teaching Assistants to gain Qualified Teacher Status. For more information, visit https://www.bgu.ac.uk/courses or contact the BGU Admissions Team: admissions@bishopg.ac.uk -
BGU Initial Teacher Education (ITE) students earn nationally recognised Primary Science Enhancement Award (PSEA)
The PSEA scheme enables student teachers to increase their experience and understanding of teaching and learning in primary science. -
Primary Education students host insightful podcast reflecting on the role of inclusive practice within teaching
Our BA Primary Education students have taken part in creating a podcast!
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