Keith Turvey

University of Brighton · School of Education

This chapter argues that the current essentialist framing of what teachers need to know in teacher education policy in England (Department for Education [DfE], 2019a; DfE, 2019b), uses these policies as double texts. That is, the ITT Core Content Framework [CCF] (DfE, 2019a) and Early Career Framework [ECF] (DfE, 2019b) prioritize certain knowledge...

This systematic literature review shows how innovation is used within teacher education research; how conceptualised; and whether different types of innovation can be distinguished. 156 studies met the selection criteria. Analysis comprised: frequency of use; research design; and type of innovation, adapting Sternberg et al.’s (2003) typology. Demo...

This paper contributes new critical and theoretical approaches that build the capacity to link research and practice in the field of educational technology. Building on a recent meta-narrative review of the problematic concepts of impact and measurability of educational technologies, we explore the case for methodological design principles that cou...

Teachers’ and teacher educators’ capabilities to create and engage in humanising and meaningful learning and development with the participants and communities they serve underpins purposeful education practices and curricula. Such capabilities are constituent in establishing professional provenance in education. Effective educators draw on a myriad...

In the course of introducing a themed issue of the journal on “Innovation in Teacher Education’, we lay out an argument for re-examining the meaning of innovation in the field, shifting it away from the dominance of the economistic and technological. Acknowledging its status as a ‘buzzword’, we distinguish between purposes for innovation and, in pa...

Learning Analytics und ihre Metriken – Annäherung an einen pädagogischen Rahmen über einen sozialsemiotischen Weg Der Beitrag stellt sich die Aufgabe, Metriken auf Bildung anzuwenden und schlägt dazu vor, Lernanalytik und ihre metrischen Verfahren in ein sozialsemiotisches Konzept von Lernen als Entwicklung von Bedeutung einzuordnen. Solch ein soz...

This article argues for the humanisation of research evidence through narrative as an urgent project in teacher education and development. Narrative has the potential to make a significant contribution to a critical re-definition of both evidence and innovation in teacher education. But this argument is not a call for a user-friendly (re)packaging...

In this chapter we carry out a critical review of the various historical analyses of the impact of technological interventions in education. The purpose is to analytically explore and learn from some of the methodological limitations and strengths of the approaches adopted to measure and capture the impact of educational technology. This retrospect...

If learners are to benefit educationally from the potential offered by tablet devices we must understand the nature of the legitimate concerns that are reported. In this chapter we therefore critically examine arguments and evidence relating to the use of tablet devices and smartphones in education. We do this by engaging with common concerns and i...

Through explanatory narrative analysis, we find the process of blogging noteworthy in lending itself to pre-service teachers’ professional learning in at least two significant ways. Firstly, blogging can open the potential for collaboration through the discursive space that exists for student teachers as they negotiate the demands placed upon them...

ABOUT TEACHER EDUCATION EXCHANGE We are a group of teachers, school leaders, teacher educators and researchers who want to promote the development of teaching as a profession in the best interests of children, young people and society as a whole. We are particularly interested in how universities can support a profession-led model of teacher develo...

This book offers practical guidance on how to teach the computing curriculum in primary schools, coupled with the subject knowledge needed to teach it. This Seventh Edition is a guide to teaching the computing content of the new Primary National Curriculum. It includes many more case studies and practical examples to help you see what good practi...

The transition from primary to secondary school is a social and academic turning point for adolescents and, for some, can be the most difficult aspect of a pupil’s school experience leading to stress and concern. Research evidence suggests that the majority of pupils express anxieties prior to transfer about a range of issues associated both with t...

This chapter sets out the genealogy of a conceptual framework for the critical analysis of learning technologies in formal educational contexts with a particular emphasis on schools, drawing on significant research and theory in this contested area. It identifies three significant problem spaces. First, the problem space of pedagogy and learning de...

It is recognised in the literature that mobile technologies have the potential to 'disrupt' established practices in ways that require adaptation if educators are to harness their potential. Thus, there is a need for participatory models of research and partnership that give teachers agency over the process of professional development with new tech...

A video of this presentation can be found at the following link: https://student.brighton.ac.uk/videos/newvideos.php?ID=1904

Each of the presentations in this panel will draw on theoretical and empirical evidence to examine the increasing need for educators to develop their capacity to help themselves to appropriate new technologies into their pedagogical practice. In the conceptual approaches posited, digital technologies are not merely conceived of as educational tools...

In recent years there has been significant investment by policy makers in the potential of technological tools to transform learning and teaching across a range of professional practitioner groups; education, nursing and social care. There remain, however, outstanding issues concerning the ways educators and professional practitioners harness the p...

This paper captures and characterises the interplay between a group of student teachers’ narratives of social network practice and their emergent professional practice with technologies. Teachers on an I nitial T eacher E ducation programme in the UK spent a semester studying a module that synthesised university‐based lectures with a professional i...

This article argues that to understand how new technologies and media can become co-agents in the process of pedagogical change, we first need to understand teachers' complex relationship with new technologies and media in both their personal and their professional lives. A conceptual framework is delineated for constructing a complex narrative eco...

The intention of this theoretical paper is to explore a range of common ethical paradigms with regard to researching the educational potential of web-based communication tools. This work has evolved out of research into the educational use of online communities within the English primary school context. The main argument within this paper is that...

This paper argues that if new communications technologies and online spaces are to yield ‘new relationship[s] with learners’ (DfES, 2005, p. 11) then research that is tuned to recognize, capture and explain the pedagogical processes at the centre of such interactions is vital. This has implications for the design of pedagogical activities within In...

This paper argues that student teachers’ developing pedagogical approaches achieve expression within the virtual classroom in much the same way as they would in the ‘real’ classroom; that is to say through language as the primary tool of mediation. Whilst the advent of new communications technologies affords new arenas in which learning can take pl...

Despite recent British government moves to equip all Primary Schools with fast broadband connections to the Internet, it would seem that many schools as yet make little use of the increased capacity this affords other than to incorporate more and more rich multimedia in the form of interactive games or animated presentations to illustrate particula...

This paper presents the first phase of a study in teacher education, which explored how a conceptual framework for creativity with information and communication technology (ICT) might be developed and expressed in professional development for primary education pre-service and newly qualified teachers. The Creativity and Professional Development Pro...

It could be argued that despite the growth of the Internet in schools and the recent addition of fast broadband connections to the repertoire of many primary schools resources, the majority of schools are merely exploiting the pedagogical potential of the Internet at a relatively superficial level. It was against this background, and feeling the ne...