In this paper, I reflect on my experiences as a Chinese educator, attempting to take my previous experiences into a new situation: teaching in the UK. These reflections take me down a path that shows how my Chinese cultural background and experiences created both challenges and opportunities for my teaching. I attempt to show how important it is…

In response to the article by Dan Moulin it is argued that the representation of Christianity in British religious education relies on central beliefs and practices that are widely shared. In contrast to Moulin we consider that the teaching of doctrine is important in order to prevent serious misunderstanding of Christianity. Focussing on a…

The last three decades have seen an intensification of commercialization throughout the public sector in general and state schools in particular. Policies designed to introduce business ideologies, structures and practices have operated in tandem with a push to include the corporate world in the running, governance and provision of educational…

This short paper draws upon the work of Boyer (1990) to argue for a broader definition of research, a greater recognition of the role of service and the integration of teaching, research and service as interconnected scholarly activities. As a lecturer in management the author has carried out research on small firms and has been a business mentor…

The paper addresses the question of how to design for learning taking place on mobile and wireless devices. The authors argue that learning activity designers need to consider the characteristics of mobile learning; at the same time, it is vital to realise that learners are already creating mobile learning experiences for themselves. Profound…

Reflects on the impact of the current socio-political climate on how new English teachers prepare to take their place in a particular education system and establish their relationship to it, i.e., how educational discourse affects student-teachers' emergent identities as English teachers and how they are affected by political discourses…

Outlines general guidelines for teaching conceptual development in science in the United Kingdom. Focuses on the introduction of new ideas in the primary classroom. Uses two examples of teaching to exemplify how relevant ideas of science can be introduced. Discusses the teacher's role in talking ideas into existence. (BT)

Opines that what teachers need to know about grammar is how to teach it without resorting either literally or figuratively to the "cane and the birch rod." Finds that teachers need to look again at the "what" and the "why": what grammar is and why it is taught. Also considers answers given by others. (PA)

The work of college faculty in the United Kingdom is conceptualized as five overlapping responsibilities (teaching, research, managing, writing, networking), and existing literature on each is reviewed. Although much is written on the teaching role, and somewhat less on managing, little of a cross-disciplinary nature has been written about…

Every teacher wants to do the job well, but opinions vary over the qualities and competence required to be successful. In this article, the author explores the nature of the teaching profession and current government priorities in quantifying effectiveness in teaching. He argues that the use of evidence to support teachers' claims about…

Effective collaborative in-service teacher education (1) occurs in the school setting; (2) promotes reflection in action; (3) allows teacher ownership; (4) involves pupils and peers in evaluating the quality of the learning environment; and (5) reflects the educational values of the teacher. (SK)

Discusses how critical others can enhance teachers' roles. Critical events all have a critical agent plus critical others who provide significant input but have no formal role within the institution. They enhance teachers' roles by providing a charismatic quality and contributing toward the authenticity of teachers' work in many ways. (SM)

States that debates regarding the future of science education in the United Kingdom have been ongoing for 20 years in professional organizations, principally the Association for Science Education and other interested parties, such as the Nuffield Foundation. Concludes teachers must respond to the statutory curriculum and assessment agenda. (BT)

Suggests the challenge that genre theory presents to educators in the United Kingdom is whether to avoid it because others have reported the dangers or whether to grapple with it and discover what insights might be found. Argues that genre theory is not a method of teaching writing alone: it relates to each language activity. (RS)

Suggests that social inclusion requires the development of communities of learners. To develop such communities, groups must have common interests, consider one another equals, and contribute to open, critical discussion of ideas. Learning must be considered a social activity requiring community development. Teachers must learn skills to…