Items where Subject is "LB1705 Education and training of teachers and administrators"

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Agboma, F ORCID: 0000-0001-5876-778X and Govender, I ORCID: 0000-0001-6896-8454 (2026) Student-led consultancy as a distinctive model of experiential learning: a structure–process–outcome framework for higher education. Higher Education, Skills and Work-Based Learning. pp. 1-13. ISSN 2042-3896

Amponsah, S, Ampadu, E and Thomas, M (2021) Professional Development among In-Service Teachers: Motivational Factors, Pathways and Coping Strategies. Educational Review. ISSN 0013-1911

Atherton, P and Pratt, A (2022) From reflective models towards collaborative autoethnography. How can social media be used as a pedagogic tool for Secondary student teachers? In: INTED2022 Proceedings . pp. 8721-8729. (INTED 2022, 07 March 2022 - 08 March 2022, Online).

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Billingsley, K and Peiser, G ORCID: 0000-0003-4166-1393 (2026) How online Communities of Practice facilitate professional development among Further Education teachers: a mixed-methods case study. Research in Post-Compulsory Education. ISSN 1359-6748

Brundrett, M, Ankers De Salis, C, Rowley, A and Stokell, K (2018) Do we need more male primary teachers? Tensions and contradictions in the perspectives of male and female trainees. Education 3-13: International Journal of Primary, Elementary and Early Years Education. ISSN 1475-7575

Brundrett, M and Lungka, P (2018) The development of teachers’ knowledge and behavior in promoting self discipline: a study of early years teachers in Thailand. Education 3-13: International Journal of Primary, Elementary and Early Years Education. pp. 462-474. ISSN 1475-7575

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Carroll-Meehan, C, Bolshaw, P and Hadfield, E (2017) New leaders in Early Years: making a difference for children in England. Early Child Development and Care, 189 (3). pp. 416-429. ISSN 0300-4430

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Dunn, H ORCID: 0000-0002-9514-0465 (2024) Exploring the impact of Visual Impairment Awareness Training: Phenomenographic research with PGCE secondary art and design trainees. PRISM: casting new light on learning, theory and practice. ISSN 2514-5347

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Lloyd, D (2019) Evidence Based Teaching. Teaching Business and Economics, 23 (2). pp. 19-21.

Lloyd, D, Jones, PA, Pratt, A and Duncalf, D (2019) Research informed teaching reaching beyond initial teacher education, examples of success in the North West of England: Empowering teachers to reach for success. Teacher Education Advancement Network, 11 (3). pp. 106-116. ISSN 2054-5266

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Magill, C ORCID: 0000-0002-6043-6864, Cronin, C ORCID: 0000-0002-1687-4437, Walsh, B, Polman, R and Rudd, J (2023) Teaching efficacy of undergraduate PE students; what are the key predictors and what can PE educators learn from this? Frontiers in Education, 8.

McLain, M ORCID: 0000-0002-8691-3155 (2022) Secondary teacher and teacher educator perspectives on ‘demonstration’ as a signature pedagogy for Design and Technology: Implications for initial teacher education. Doctoral thesis, Liverpool John Moores University.

McLain, MN, McLain, D, Wooff, D and Irving-Bell, D (2021) Preservice Teachers’ Perspectives on Modelling and Explaining in STEM Subjects: a Q Methodology Study. Techne Series: Research in in Sloyd Education and Crafts Science A, 28 (2). pp. 367-374. ISSN 1893-1774

Moore, A, Ashworth, E, Mason, C, Santos, J, Mansfield, R, Stapley, E, Deighton, J, Humphrey, N, Tait, N and Hayes, D (2022) ‘Shall We Send a Panda?’ A Practical Guide to Engaging Schools in Research: Learning from Large-Scale Mental Health Intervention Trials. International Journal of Environmental Research and Public Health, 19 (6). ISSN 1660-4601

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Peiser, G ORCID: 0000-0003-4166-1393 (2026) Student teachers' beliefs and feelings towards educational research. BERA, London.

Peiser, G ORCID: 0000-0003-4166-1393 (2025) What do student teachers think and feel about educational research? The role of epistemic beliefs and epistemic emotions. Teachers and Teaching theory and practice. pp. 1-21. ISSN 1354-0602

Peiser, G, Pratt, A and Putwain, DW (2022) Student teachers’ views about the university’s research contribution to professional knowledge development. Teaching and Teacher Education, 112. ISSN 0742-051X

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Rhymes, S (2026) An exploration of students’ and teachers’ experiences of the new grading system in Secondary Education Examinations in Chitwan District of Nepal. Doctoral thesis, Liverpool John Moores University.

Ross, C, Nichol, L, Elliott, C, Sambrook, S and Stewart, J (2019) The role of HRD in bridging the research-practice gap: the case of learning and development. Human Resource Development International (RHRD). ISSN 1367-8868

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Salin, K ORCID: 0000-0001-6937-4535, Vlček, P, Elsborg, P, D’Anna, C, Lundvall, S, Pavlova, I, Goss, H ORCID: 0000-0002-4264-6673, Iconomescu, TM, Algurén, B, Antala, B, Bartle, G, Birch, JE, Black, V, Bryant, A, Carlos-Vivas, J, Cowley, J, Christodoulides, E, Csanyi, T, Emeljanovas, A, Fernate, A ORCID: 0000-0003-0949-170X et al (2026) Physical Education Curricula in Europe—The Dimensions of Goals and Contents. Journal of Teaching in Physical Education. pp. 1-13. ISSN 0273-5024

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Tynan, R (2022) A critical evaluation of criteria-based assessment of subject knowledge and other competencies of teachers in training. Doctoral thesis, Liverpool John Moores University.

Tynan, R ORCID: 0000-0002-7682-1580 and Mallaburn, A (2024) What did the Covid-19 pandemic tell us about initial teacher programmes? In: EDULEARN24 Proceedings . (Edulearn24, 16th annual International Conference on Education and New Learning Technologies, 1st Jul - 3rd Jul 2024, Palma, Majorca, Spain).

Tynan, RJ ORCID: 0000-0002-7682-1580 and Mallaburn, A (2022) THE SELF-EFFICACY OF TRAINEE TEACHERS RECOMMENDED FOR QUALIFIED TEACHER STATUS (QTS) IN ENGLAND DURING THE COVID-19 PANDEMIC: LOOKING FOR EXPLANATIONS. In: ICERI Proceedings (2022). (15th annual International Conference of Education, Research and Innovation (ICERI), Seville).

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Wolstencroft, P and Gretton, G (2021) Thinking like a teacher: Is the early career framework the answer to early career teachers’ prayers? BERA: British Educational Research Association, BERA Blog.