2021-09-08 A new project led by Dr Christine O’Farrelly will aim to develop a tool to identify early mental health needs in very young children laying the basis for personalised support that could be crucial to improving children’s life chances.Read the full story |
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2021-09-06 As part of an ongoing series of interviews in the context of planned Government reforms to teacher training former PGCE trainee Beth Lamont discusses both her experiences of the course and the potential impact of the proposed changes which could lead to Cambridge withdrawing from teacher education. Beth completed the Secondary Science PGCE this year specialising in Biology and is now starting a job with Hadrian’s Learning Trust a multi-academy trust in Northumberland where she also grew up.Read the full interview. |
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2021-08-27 Executive educator whose doctoral research explores how workplace learning programmes can make a lasting difference even when they come up against the reality of people's busy working lives.Read the full interview. |
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2021-08-22 This is our latest interview in a series with former Cambridge PGCE trainees in the context of new Government proposals which have put the course under threat. Jess Landy completed the Secondary History PGCE and is currently Head of History at Comberton Village College in Cambridgeshire a University of Cambridge partnership school. She has also been a mentor for trainees from both the Cambridge course and other university-based programmes. Jess explains why these courses play a vital role in preparing teachers for long careers in the profession by equipping them to relish the job even when the going gets tough.Read the full interview. |
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2021-08-09 In the context of recent proposals to reform initial teacher training which could threaten the future of the Cambridge PGCE recent alumni have been telling the Faculty about their own experiences training to teach at Cambridge. Fabiha Alam has just completed the Secondary Science PGCE specialising in Biology and will start teaching at one of the University’s partner schools in St Neots in September. She describes the support that she had throughout the course during the pandemic and how it taught her to strive for constant improvement in the classroom.Read the full interview. |
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2021-08-09 We have been speaking to recent trainees about new Government proposals to change initial teacher training (ITT) and their experiences on the Faculty's initial teacher education courses which may have to be withdrawn if the proposals are implemented. Here Katharine Kidd who has just completed the Secondary PGCE in Modern Languages explains why she benefited from a choice of routes into teaching Cambridge’s strong network of partnership schools and the tight integration of theory and practice that the course provides. Read the full interview. |
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2021-08-05 Headteachers and school leaders have described how an ‘avalanche’ of confused and shifting Government guidance severely impeded schools during the critical first months of COVID lockdown in a new study. Read the full story. |
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2021-08-02 Social Network Analysis (SNA) is a growing but still relatively niche academic field so when the pandemic hit many specialists were cut off from the conferences and workshops on which they normally depend to meet and collaborate with fellow-researchers. In response graduate students at the Faculty of Education created ‘SNA Connect’ a programme of online seminars which has brought together scholars from 37 different countries to explore how networks can be framed visualised and measured both within the social sciences and beyond. In this interview Tom Cowhitt a PhD researcher at the Faculty explains what SNA is and how the project has kept scholars connected during a time of remote research. Read the full story. |
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2021-07-21 Eight in 10 of the world’s poorest children – almost 50 million boys and girls - are missing out on vital education in the first few years of their life because of a chronic lack of funding in pre-primary education according to a new report published today. Read the full story. |
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2024-05-22 A significant perception shift about how academics and universities share their research on social media is urgently needed according to new analysis which calls for a more ‘subversive’ approach to engaging audiences online.Read the full story. |
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