Emma & Tom Talk Teaching

Confession time: quite a long time ago we were asked to provide a recommendation of something interesting from the EBSCO database of education literature for the Education Workforce Council's Meddwl Mawr book and journal club. Teachers registered in Wales can access anything in EBSCO for free, helping to bring education literature goodies to classroom practitioners all over the country.Finally, we've got our act together and have a discussion for you about initial teacher education reform in Wales in the form of an article by Professor John Furlong and co-authors. Despite the apparently niche subject area, there's plenty in here for anyone in the education world to chew over, so we hope you'll stick with us for the ride!If you want to read the article, look for Furlong, J., Griffiths, J., Hannigan-Davies, C., Harris, A. and Jones, M. (2021) ‘The reform of initial teacher education in Wales: from vision to reality.’ Oxford Review of Education 47(1) pp. 61-78You can find the Meddwl Mawr book and journal club at https://www.ewc.wales/site/index.php/en/professional-development/ewc-book-and-journal-club.htmlThanks to our friends at the EWC for the opportunity!------------------------------------------------------Recorded in studio B2.16 at Cardiff Metropolitan University's Cyncoed Campus on 24th October 2022

Today's Research Bite features Daniel Gurner, a PGCE Secondary Music student teacher who designed and delivered an intervention in his placement school to help pupils improve their literacy when answering GCSE music exam questions.In putting the intervention together, Daniel drew on various sources of literature as well as his understanding of the advantages of treating music as a holistic subject in which pupils develop their understanding of music through making it.You can also watch this episode on the Cardiff Partnership's professional learning YouTube channel.------------------------------Recorded in studio B0.17, Cyncoed Campus, Cardiff Metropolitan University on 21st June 2022

Hello from our latest podcasting home - just across campus from our old podcasting home! And as is traditional at this time of year, we've got a feast of random stuff for one another, drawn from all four corners of the internet and beyond.If you'd like to see any of the items from this episode, check out the links below. We'll see you again soon!News is bad for you - Rolf Dobelli in the GuardianTea - Hanan IssaAdmin Assistant II - Ed BurmilaBameEd WalesAfter Rembrandt and Grubby Grub - Morten MorlandThe Golden Mole and other living treasure - Katherine Rundell-------------------------------------------------------------Recorded in studio B2.16 at Cardiff Metropolitan University's Cyncoed Campus on 24th October 2022

In this episode, Phoebe Rees (who has just graduated from our PGCE primary programme) speaks to Tom Breeze about an intervention she created to tackle her concerns about low academic self-esteem in her pupils. Before embarking on the PGCE, Phoebe did a degree in psychology, and she brought her knowledge of research-informed approaches to bear on the practical issues she wanted to address in her classroom.----------------------------Recorded in studio B0.17 at Cardiff Metropolitan University's Cyncoed Campus on 21st June 2022

For today's episode we welcome one of our newest colleagues, and one of the newest Doctors on the team - Dr Kristina Kelly joins us at Cardiff Met with a wealth of knowledge about additional learning needs (ALN), so we immediately put her in front of a microphone to tell us about her research.Kristina carried out classroom research into how Piagetian schema are applicable to pupils with autism, and came up with some intriguing conclusions about potentially new schema to add to those identified by Piaget. In this conversation she talks about juggling research and teaching, the benefits of classroom-based research, and the ethics of carrying out research with participants who can't give full informed consent owing to their conditions.Thanks to Kristina for a fascinating chat, and we'll be back again soon!------------------------------------------------------Recorded in S1.03 at Cardiff Metropolitan University's Cyncoed campus on 4th August 2022

We're on the road for a special podcast recording today, speaking to Jess Dainham about her work for her Master's degree. As part of her research, Jess has investigated how to make the Curriculum for Wales work for the working class pupils that she teaches. When we're carrying out education research, we don't tend to name schools or participants, so today's podcast comes from an unnamed school in south Wales. but Jess's pupils are predominantly working class, and Jess herself comes from a working class background, so she was interested in how to make things work for them.Whether you're working in a working-class catchment or not, there are lots of really important ideas in Jess's work, especially listening to the pupils in front of you, and Jess gives us plenty of encouragement to engage in research in order to make our practice better. Thanks to Jess for inviting us in!---------------------------------------------------------Recorded at a secondary school in south Wales on 14th July 2022

Welcome back to PGCE Research Bites! In this episode, PGCE Secondary Biology with Science student Joseph Thomas talks to Dr. James Snook about how he spent time in school trying to get a more in-depth understanding of scaffolding learning. While scaffolding is a well-known term, and many of the strategies Joseph came across during his investigation are familiar to all of us, he wanted to have a really good look at how it could work. Having done some reading, Joseph then tried out an intervention to help his pupils get to grips with a tricky topic.-----------------------------------------Recorded in studio B0.17, Cyncoed Campus, Cardiff Metropolitan University on 21st June 2022

It's always lovely to welcome a school colleague to the podcast! Today we say hello to Lauren Rees, who is currently the research champion at Stanwell School in Penarth, but has fulfilled every teacher-educator role in her time at the school. We're keen to hear the school perspective about how research and enquiry contributes to the development of new teachers, as well as what it does for the school as a whole. With the new curriculum upon us, is it even more important that schools engage with sources of knowledge and share them around?Plus Lauren brings us something interesting and something to try, both of which are of interest to all of us, new and old teachers alike!--------------------------------------------------------Recorded in Q0.13 at Cardiff Metropolitan University's Cyncoed Campus on 12th July 2022

For the latest instalment in our PGCE Research Bites strand, Tom talks for PGCE primary student teacher Peter Russell about his intervention to increase pupil engagement in Welsh in his placement primary school.Located in Torfaen, Peter's school presented something of a challenge when it came to enthusing pupils about wanting to learn Welsh: not only is Torfaen one of the most socio-economically deprived parts of the country, it also has a very low proportion of Welsh speakers.As part of his final PGCE assignment, Peter worked with pupils to co-construct an intervention that changed the way they felt about learning and using Welsh, and this episode of Research Bites summarises Peter's work.You can also see this episode in video form on the Cardiff Partnership's professional learning YouTube channel.--------------------------------------Recorded in studio B0.17, Cyncoed Campus, Cardiff Metropolitan University on 24th June 2022