Emma & Tom's Pgce Podcast

It's time for another PGCE Research Bites! Emma is joined by Lucy Gooding to discuss her research into the place of oracy in drama. We hope you find this interesting and useful! You can watch this episode on YouTube - https://smarturl.it/cardiffpartnership     REFERENCES Alexander, R. (2020) A Dialogic Teaching Companion. New York: Routledge. Barnes, D. (1988) The politics of oracy. in: Maclure, M. Philips, T. & Wilkinson, A(Eds) Oracy Matters. Milton Keynes: Open University Press. Boyd, M.P. and Markarian, W.C. (2011) Dialogic teaching: talk in service of a dialogic stance. Language and Education, Vol. 25 No. 6, pp. 519-520. Brookfield, S. (2006) The Skilful Teacher: On technique, trust and responsiveness in the classroom. 2nd Edn. San Fransisco: Jossey-Bass. Donaldson, G. (2019) Expressive Arts: Statements of what matters - Hwb. [online] Hwb.gov.wales. Available at: <https://hwb.gov.wales/curriculum-for-wales/expressive-arts/statements-of-what- matters> [Accessed 7 May 2021]. Donalds

We welcome back Dr. Louise Allen-Walker, Programme Director for the MSc Psychology in Education here at Cardiff Met, to discuss what research (and particularly quantitative research) looks like in psychology, and how we can be sure we approach it critically. Louise has some clear explanations of how quantitative researchers set about their work, as well as some cautionary points about the oddities and pitfalls of working with numbers and reading psychology journals. Finally, in the absence of the infamous Neuromyth Van, we challenge Louise to bust as many myths as she can in three minutes! Some goodies from Louise for your further reading pleasure: The Lady Tasting Tea (the story of Muriel and Sir Ronald) - https://us.macmillan.com/books/9781466801783 Neuromyths: ddebunking false ideas about the brain - https://wwnorton.co.uk/books/9780393713237-neuromyths Article in the Guardian about a neuro-imaging study involving a dead fish (making the point about being careful how you use your statistics!)

Mae Tameidiau o Ymchwil TAR yn cyflwyno ymchwil gorau myfyrwyr ar gyrsiau Addysg Gychwynnol i Athrawon gyda Phartneriaeth Caerdydd. Yn y bennod hon mae Daniel Roberts yn trafod sut yr aeth ati i ddysgu mwy am ddefnyddio cyd-destun dilys wrth addysgu mewn ysgol gynradd, drwy ymchwil ac ymholi. Gallwch hefyd wrando ar Tameidiau o Ymchwil TAR ar ffurf glywedol drwy gofrestru i wrando ar bodlediadau Emma and Tom Talk Teaching, ar gael ar blatfformau cyffredin podlediadau. Gallwch wylio'r bennod hon ar YouTube - https://smarturl.it/cardiffpartnership     Cyfeirnodau Aspy, D. N., Aspy, C. B., Quinby, P. M. (1993) What doctors can teach teachers about problem-based learning. Educational Leadership, 50(7), t. 22–25. Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., Palincsar, A. (1991) Motivating project-based learning: Sustaining the doing, supporting the learning. Educational Psychologist, 26(3 & 4), t. 369–398. Braund, M., Reiss, M. (2006) Towards a more authentic science curriculum: Th

Welcome back to the podcast! Today we're looking outside the world of teaching to find out about other professionals who work with young people. Julia Rooney works on the Youth and Community programmes here at Cardiff Met, and she joined us down the line to discuss the many and varied roles that youth workers play in the lives of some of our most vulnerable young people. We hear about how new youth workers are trained, and how the teaching profession can make best use of their knowledge about the young people in our classrooms. If you're considering youth work as a career, why not check out the courses available (from foundation level right up to postgraduate) here at Cardiff School of Education and Social Policy?   -------------------- Recorded at Cardiff Metropolitan University's Cyncoed Campus with remote guest on 20th November 2020

We're back with another round of PGCE research bites! And we welcome back Matthew Green, who's been finding out how we can best encourage high quality literacy in the music classroom. Hopefully the mix of research and classroom-based enquiry and reflection will be a great worked example for our serving teacher friends! You can watch this episode on YouTube - https://smarturl.it/cardiffpartnership   References Alexander, R. (2020) A Dialogic Teaching Companion. Abingdon: Routledge. Aubrey, K. and Riley, A. (2019) Understanding & Using Educational Theories 2nd edn. London: Sage. Barton, G. (2014) 'Literacy and the Arts: Interpretation and Expression of Symbolic Form', in Barton, G. (ed.) Literacy in the Arts: Retheorising Learning and Teaching. Switzerland: Springer International Publishing, p.14. Barton, M. L., Heidema, C., Jordan, D. (2002) ‘Teaching reading in mathematics and science (Reading and Writing in the Content Areas)’, Educational leadership, 60(3), pp. 24-28. Broomhead, P. (2021) ‘A N

WE'RE BACK! It's time to kick off season 4 with a fond farewell to a stalwart friend of the podcast, Dr. Judith Kneen. Judith took early retirement at the end of the academic year 2020-21 so we got her in front of a microphone before she went, and she's delivered us a characteristically interesting discussion. Judith's here to discuss some research on a topic dear to her heart as programme leader for PGCE secondary English: the set texts chosen by English teachers for their classes. As lead researcher for a project funded by the UKLA, Judith's got some sobering reflections for us about the diet of texts that pupils receive between the ages of 11 and 14. The research covers prose, poetry and plays. Why is it that there are so many male protagonists? Why are so many of the texts so old? What are the impacts of political pressure, stretched budgets and pragmatic decision-making? Most importantly, what should new English teachers be asking themselves when deciding what set texts to present to their classes? You c

Hello from Emma and Tom! Hopefully you're all having a well-deserved summer break after the last academic year. We're off on our holidays too, but wanted to pop by and round up the year of podcasting that's just gone. Plus we look forward to our return for season 4 on the 3rd September!   ---------- Recorded at Cardiff Metropolitan University's Cyncoed campus on 2nd August 2021

There's a bonus episode 22 this year because we started our PGCE late, so we're finishing later than usual. And that means we've reached the final episode of season 3! In another pandemic-disrupted year, we've still managed to have a great time interviewing the great, the good and the knowledgable in the education world about their specialist subjects. Today we've managed to get the boss herself, Dean of Cardiff School of Education and Social Policy Julia Longville, to talk about a subject that can strike fear into the hearts of teachers up and down the land: inspection. Julia worked for the Welsh education inspectorate, Estyn, in a past life, and has plenty to say about what inspectors are for, what they do, and how we should approach their inevitable appearance in our schools. There's lots of great advice for those who haven't had a brush with the inspectorate before, and although much of the conversation is focused on Estyn, we also touch on inspection more generally. We also take a look at the way the rel

In the second episode of this doctoral double-bill, it's Tom's turn in the hot-seat to discuss his progress so far. Tom's gone for the more traditional PhD option because he likes being left alone to get on with things. The story so far includes Welsh mining communities, National Curriculum fights, the oddities of music teachers and plenty more. We hope you've enjoyed hearing about two doctoral research experiences. If you're interested in applying for an MA or doctoral programme here at Cardiff Met, please do search for the relevant web pages online and you'll be able to contact someone who knows more than us about the programmes! Tune in next time for our final episode of this year, all about inspection.     -------------------- Recorded at Cardiff Metropolitan University's Cyncoed campus on 21st May 2021

For the next two episodes, we're going to talk about our own doctoral research, and what it's like studying for a doctorate while working in education. Emma's drawn the short straw and agreed to go first, and her research is set to weave together a number of really important themes including curriculum reform, reform of initial teacher education and her beloved subject of drama. It's also a chance to hear about the EdD - a doctorate that may not be as widely known as the PhD, but potentially provides a great format for doctoral study for teachers. We'll be back in a fortnight, when Tom takes the hot seat!       -------------------- Recorded at Cardiff Metropolitan University's Cyncoed campus on 17th May 2021

Croeso’n ôl i Tameidiau o Ymchwil TAR – rydyn ni’n lledaenu’r ymchwil gorau gan athrawon dan hyfforddiant o’n rhaglenni TAR yn Gymraeg. Mae Nia Davies yn fyfyriwr ar ein rhaglen TAR Cynradd, ac mae hi wedi bod yn ymchwilio i’r addysgeg Darllen er Pleser yng nghyd-destun dysgu cyfunol. Mae crynodeb gweledol Nia a grëwyd ganddi er mwyn cyflwyno i’w hysgol yma, a diolch yn fawr i Nia am roi caniatâd inni ei rannu. Os ydych chi’n awyddus i ddarganfod mwy, mae ei chwe phrif ffynhonnell llenyddiaeth isod.   Diolch i Nia a Sioned am ymddangos ym mhennod yr wythnos hon!    Reimer, F.M. a Schleicher, A. (2020) Schooling Disrupted Schooling Rethought: How the Covid-19 Pandemic is Changing Education. OECD. Cremin, T. et al. (2014) Building communities of engaged readers: Reading for Pleasure. Routledge. Cai, R a Wang, Q (2020) A Six-Step Online Teaching Method Based on Protocol-Guided Learning during the Covid-19 Epidemic. Best Evid Chin Edu Cyf 4(2) (tt. 529-534) Clark, C. a Picton, I. (2020) Children and young

A warm podcast welcome back to Dr Rhiannon Packer, who joined us just after Christmas in a double-act with Dr Susan Davis, but is now back for a solo appearance! Rhiannon has just published a book: All Change! Best Practice for Educational Transitions, and is here to talk to us about all things transitional. The lives of our learners are full of transitions, and managing these so that they are a positive experience is hugely important for all of us who work in education. Rhiannon has plenty of pointers for us in today's deep discussion, and hopefully you'll leave with some new things to consider when approaching these pivotal moments for whoever you teach. Top marks to Rhiannon for coming back so soon with another set of homework slots, too! Rhiannon's book is published by Critical Publishing and is well worth a read!     -------------------- Recorded remotely on 25th February 2021

PGCE research bites 4 features Lydia Bundy, a student teacher on our PGCE Primary programme, and also a guest appearance by Jo Bowers from the primary team. Lydia researched into the Reading for Pleasure pedagogy, something that Jo has talked to us in detail about on the podcast in the past, and its potential for enhancing the wellbeing of primary pupils. In this research bite she runs through her findings and conclusions. Jo, meanwhile, gives us some perspective from the point of view of a primary specialist and a Reading for Pleasure veteran! Lydia's six main literature sources were: Clark, C. and Teravainen-Goff, A. (2018) ‘Mental wellbeing, reading and writing’. National Literacy Trust. Pp 1-37. Mak, H.W. and Fancourt, D. (2020) ‘Reading for pleasure in childhood and adolescent healthy behaviours: Longitudinal associations using the Millennium Cohort Study’. Preventive medicine, 130, p.105889. Ledger, S. and Merga, M.K. (2018) ‘Reading Aloud: Children's Attitudes toward being Read to at Home and at S

For this episode we welcome one of our lead partnership school colleagues, Abi Chase. Abi is associate headteacher at Bassaleg School just outside Newport. Before the Covid-19 pandemic, Abi had the exciting task of revamping and redefining the school's vision and values around pedagogy. When Covid-19 hit, Abi's work had its ultimate test! In this conversation, Abi explains how she worked to 'rebrand' the school's priorities, and how she then used these to keep a steady ship as the school was challenged by the need to move to remote teaching and learning almost overnight in the Spring of 2020. There are plenty of interesting insights into leadership and strategy, as well as where we go from here as educators now that there is (hopefully) some light at the end of the coronavirus tunnel. A huge thank you to Abi for taking the time to speak to us!   -------------------- Recorded remotely on 25th February 2021

Croeso i bennod arall o Dameidiau o Ymchwil TAR, yn dod â’r ymchwil gorau gan athrawon dan hyfforddiant o Bartneriaeth Caerdydd ar gyfer Addysg Gychwynnol i Athrawon. Yr wythnos hon rydym ni’n lledaenu’n Gymraeg, ac yn croesawu Beca Harries o’r cwrs TAR Uwchradd Ieithoedd Tramor Modern a fydd yn sgwrsio gyda Dr Gina Morgan. Mae Beca wedi bod yn ymchwilio strategaethau i annog cyfranogaeth ar lafar mewn gwersi ieithoedd tramor modern. Bydd Beca yn cyflwyno chwe phapur allweddol ac yn rhannu ei chasgliadau. Mae Beca eisoes wedi cyflwyno’r ymchwil yma i’w phrif ysgol partneriaeth ar ffurf crynodeb weledol, ac wedi rhoi caniatâd i ni rannu ei ffeithlun, y gallwch chi ei weld drwy glicio yma. Os hoffech chi ddarllen mwy, mae cyfeirnodau ar gyfer y chwe phapur allweddol i’w weld isod. Diolch yn fawr i Beca am rannu ei ymchwil, ac i Gina am gyflwyno! Christie, C., 2013. Speaking spontaneously in the modern foreign languages classroom: Tools for supporting successful target language conversation. The Language Learni

It's time for us to turn our gaze up to the dizzy heights of educational leadership! Whether you're a student teacher or a hard-bitten old cynic like Tom, let's pause and consider the challenges and delights of being in charge. Lisa is Director of Initial Teacher Education at our friends the University of South Wales, another teacher education institution from just down the road. She's been a listener to the podcast for quite a while, and has answered the call we put out in our Easter special 2020 for anyone from senior leadership in education to come and tell us what makes them tick. In a wide-ranging conversation, we explore the difference between leadership and management, how to keep hold of our core moral purpose in the challenging world of education, and how to lead collaboratively. Plus, has the research-informed revolution reached the world of educational leadership, and how should a brand-new entrant to the profession set their sights on leading? Many thanks to Lisa for coming on, and do take a look

We're back with another edition of PGCE Research Bites, and this week we've got Cameron Corsi, who's a student on our PGCE Secondary PE programme. Cameron was, like many of our other students this year, given the topic of blended learning to research for his Lead Partnership School. There are some specific considerations for practical subject domains like PE, and Cameron was careful to ensure these were drawn out as part of his research. Cameron has kindly given permission for us to share his visual summary, which you can see by clicking here. Cameron's six main literature sources for this piece of research were:   Rossett, A., & Frazee, R. (2006). Blended learning opportunities. New York, NY. American Management Association. Garrison, D., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95–105. Vernadakis, N., Giannousi, M., Sitskari, E., Antoniou, P., & Kioumourtzoglou, E. (2012). A comparison of stude

Welcome to our 2021 Easter light episode! Last Easter, Tom was recording furtively in his car in the dark, so things have improved a little - he's back in the office. And Emma remains at home, so it's another remote recording in which we bring a selection of random goodies for your enjoyment. Actually, enjoyment might be a bit optimistic, as both of our presenters seem to have arrived with some slightly heavier material than usual. Stick with us, though, as we ruminate over freedom of speech, inclusion, decolonisation and impostor syndrome. Eventually we'll arrive at the sunlit uplands of our comedy twitter offerings, with some ruthless university management parodies and something unmentionable involving Weetabix. Have a wonderful Easter break, and we'll be back with normal service next time!

Welcome to another edition of PGCE Research Bites! Once again, we've given a PGCE student 30 minutes to tell us about some research that's benefited his own practice and informed the work of his placement school. This week, Matthew Green from PGCE music talks about feedback in music. Always a knotty subject, he's looking specifically at how this can be done in a blended learning environment. Matthew discusses six academic sources in detail and explains how they informed his conclusions and recommendations. Matthew has very kindly made his infographic available if you'd like to view it - just click here! Matthew's six pieces of academic literature are: Hattie, J. and Timperley, H. (2007) 'The Power of Feedback', Review of Educational Research, 77(1), pp. 81-112. Wiliam, D. (2016) 'The secret of effective feedback', Educational Leadership, 73(7), pp. 10-17.   Christodoulou, D. (2020) Teachers vs Tech? The case for an ed tech revolution. Oxford: Oxford University Press.   Clark, R., Mayer, R. (2016) 'Doe

We're starting to hear more and more about cognitive science when discussing research-informed approaches to teaching. It can seem an intimidating field, and can also come across as quite 'black and white' - especially when co-opted as an argument-winner in some of the less friendly contributions to edu-Twitter! So we thought it was high time to sit down for a discussion with someone who can throw some light on cognitive neuroscience - and just a few doors down the corridor we have Dr Louise Allen-Walker, Programme Director for the MSc Psychology in Education programme! Of course, we haven't seen Louise in person for quite some time, so we posted her some kit to allow us to hook up remotely, and got down to a deep discussion. Along the way, we define cognitive neuroscience, get some honest answers about what it can and can't tell us, as well as showing which of the current big themes of teaching and learning have their roots in Louise's field of specialism. There are plenty of useful, practical strategies for