Not being podcasters who like to put all the work onto our lovely guests, occasionally we front up and present some goodies of our own! And Emma's back with some more interesting things she's dug up as part of her doctoral research. Returning to the hot topic of reflection, Emma presents a new reflective model that she found, and we discuss some of the important considerations when trying to improve our own reflective practice. If you're new to the subject of reflection in teaching, you might like to get up to speed by listening to last season's episode with Professor Brendan Cropley! References Duffy, P. (2015) ‘Introduction’, in Duffy, P. (ed.) A Reflective Practitioner’s Guide to (Mis)Adventures in Drama Education – or – What Was I Thinking? Bristol: Intellect, pp.1-10. Smyth, J. (1989) ‘Developing and Sustaining Critical Reflection in Teacher Education’, Journal of Teacher Education, 40:2, pp.7-19. Smyth, J. (1993) ‘Reflective Practice in Teacher Education’, Australian Journal of Teacher Education, 18:1(2), unpaginated. ------------------------------------------ Recorded at Cardiff Metropolitan University's Cyncoed Campus on 8th September 2021

Emma & Tom's PGCE Podcast

Return to Reflection with Emma

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]. Donaldson, G. (2018) Literacy Framework Guidance. Cardiff: Education Wales, pp.1-7. Donaldson, G. (2015) Successful Futures. Wales: Crown, pp.1-31. Gaunt, A. and Stott, A. (2019) Transform Teaching and Learning through Talk. 1st ed. London: Rowman and Littlefield. Haworth, A. (2001) The re-positioning of oracy: a millennium project? Cambridge Journal of Education, Vol. 31, No. 1, pp. 11-23. Jalongo, M. (1995) Promoting Active Listening in the Classroom. 1st ed. [ebook] Indiana, Pennsylvania, pp.13-17. Available at: <https://search-proquest-com.ezproxy.cardiffmet.ac.uk/ docview/210392505/fulltextPDF/F5A57E3FD6A44F38PQ/1?accountid=15588> [Accessed 27 April 2021]. Kempe, A. and Nicholson, H. (2007) Learning To Teach Drama 11-18. London: Continuum. Literacy Framework (2020) Literacy Framework [ebook] Welsh Government, pp.2-3. Available at: <https://hwb.gov.wales/api/storage/4d852cbe-03d6-4c36-8175-c281461c8690/literacy- framework.pdf> [Accessed 7 May 2021]. 14 Maxwell, D. Burnett, P. Reidy, D. Willis, B. and Demack, S. (2015) Oracy Curriculum, Culture and Assessment Toolkit. [ebook] London: Education Endowment Foundation, pp.12-31. Available at: <http://shura.shu.ac.uk/10828/1/EEF%20Oracy%20School_21.pdf> [Accessed 12 April 2021]. Mercer, N. and Hodgkinson, S. (2008) Exploring Talk in School. 1st ed. London: Sage Publications, pp.18-25. Mercer, N. and Mannion, J. (2018) Oracy across the Welsh curriculum. 1st ed. [ebook] Cambridge: Oracy Cambridge, pp.7-64. Available at: <https://oracycambridge.org/wp-content/uploads/2018/07/ Oracy-across-the-Welsh-curriculum-July-2018.pdf> [Accessed 26 April 2021]. Nemec, P. Spagnolo, A. and Soydan, A. (2017) Can You Hear Me Now? Teaching Listening Skills. Vol 40. [ebook] Washington: American Psychological Association, pp.415-417. Stinson, M. (2015) Speaking up about oracy: the contribution of drama pedagogy to enhanced oral communication. English Teaching: Practice & Critique, [online] 14(3), pp.303-313. Available at: <https://research-repository.griffith.edu.au/bitstream/handle/10072/141515/ StinsonPUB1919.pdf;jsessionid=5704FBD73F31134FA1BCA49C1E89B76B?sequence=1> [Accessed 17 April 2021]. Palmer, E. (2014) Teaching the Core Skills of Listening and Speaking. 1st ed. N/A: ASCD, pp. 60-70. Voice21.org. (2020) Oracy [online] Available at: <https://voice21.org/oracy/> [Accessed 27 April 2021]. “oracy is the ability to articulate ideas, develop understanding and engage with others through spoken language” Wagner, B.J. (1998), Educational Drama and Language Arts: What Research Shows, Heinemann, Portsmouth, NH.  

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: [Accessed 7 May 2021]. Donaldson, G. (2018) Literacy Framework Guidance. Cardiff: Education Wales, pp.1-7. Donaldson, G. (2015) Successful Futures. Wales: Crown, pp.1-31. Gaunt, A. and Stott, A. (2019) Transform Teaching and Learning through Talk. 1st ed. London: Rowman and Littlefield. Haworth, A. (2001) The re-positioning of oracy: a millennium project? Cambridge Journal of Education, Vol. 31, No. 1, pp. 11-23. Jalongo, M. (1995) Promoting Active Listening in the Classroom. 1st ed. [ebook] Indiana, Pennsylvania, pp.13-17. Available at: [Accessed 27 April 2021]. Kempe, A. and Nicholson, H. (2007) Learning To Teach Drama 11-18. London: Continuum. Literacy Framework (2020) Literacy Framework [ebook] Welsh Government, pp.2-3. Available at: [Accessed 7 May 2021]. 14 Maxwell, D. Burnett, P. Reidy, D. Willis, B. and Demack, S. (2015) Oracy Curriculum, Culture and Assessment Toolkit. [ebook] London: Education Endowment Foundation, pp.12-31. Available at: [Accessed 12 April 2021]. Mercer, N. and Hodgkinson, S. (2008) Exploring Talk in School. 1st ed. London: Sage Publications, pp.18-25. Mercer, N. and Mannion, J. (2018) Oracy across the Welsh curriculum. 1st ed. [ebook] Cambridge: Oracy Cambridge, pp.7-64. Available at: [Accessed 26 April 2021]. Nemec, P. Spagnolo, A. and Soydan, A. (2017) Can You Hear Me Now? Teaching Listening Skills. Vol 40. [ebook] Washington: American Psychological Association, pp.415-417. Stinson, M. (2015) Speaking up about oracy: the contribution of drama pedagogy to enhanced oral communication. English Teaching: Practice & Critique, [online] 14(3), pp.303-313. Available at: [Accessed 17 April 2021]. Palmer, E. (2014) Teaching the Core Skills of Listening and Speaking. 1st ed. N/A: ASCD, pp. 60-70. Voice21.org. (2020) Oracy [online] Available at: [Accessed 27 April 2021]. “oracy is the ability to articulate ideas, develop understanding and engage with others through spoken language” Wagner, B.J. (1998), Educational Drama and Language Arts: What Research Shows, Heinemann, Portsmouth, NH.  

PGCE Research Bites 6 - Oracy in Drama with Lucy Gooding

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!) - Ig Nobels honour dead salmon's 'brain activity' in improbable research awards | Science prizes | The Guardian The Science of Learning: 99 Studies Every Teacher Needs to Know: https://www.routledge.com/The-Science-of-Learning-99-Studies-That-Every-Teacher-Needs-to-Know/Watson-Busch/p/book/9780367620790 ------------------------------------------ Recorded at Cardiff Metropolitan University's Cyncoed Campus on 8th September 2021

Psychology in Education with Dr. Louise Allen-Walker

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: The contribution of out-of-school learning. International Journal of Science Education, 28(12), t.1373–1388. Brown, J. S., Collins, A., Duguid, P. (1989) Situated cognition and the culture of learning. Educational Researcher, 18, t. 32-42. Callison, D., Lamb, A. (2004) Key words in instruction: Authentic learning. School Library Media Activities Monthly, 21(4), t. 34-39. Deci, L., Vallerand, R., Pelletier, L., Ryan, R. (1991) Motivation and Education: The Self-Determination Perspective. Routledge. t.325-346 Donaldson, G. (2015) Dyfodol Llwyddiannus: Adolygiad Annibynnol o’r Cwricwlwm a’r Trefniadau Asesu yng Nghymru. Cymru, UK: Crown.  Donovan, M. S., Bransford, J. D., Pellegrino, J. W. (Eds.). (1999) How people learn: Bridging research and practice. Washington, DC: National Academy Press. Duke, N. K., Purcell-Gates, V., Hall, L. A., Tower, C. (2006) Authentic literacy activities for developing comprehension and writing. The Reading Teacher, 60(4), t. 344–355. Estyn (2018) Adroddiad Blynyddol Prif Arolygydd Ei Mawrhydi dros Addysg a Hyfforddiant yng Nghymru. Ar gael yn: https://www.estyn.llyw.cymru/system/files/2020-07/Estyn_Annual%2520Report_Accessible_Welsh_2018.pdf Gardner, H. (1991) The unschooled mind: How children think and how schools should teach. New York: BasicBooks. Hobart, P. (2005) Authentic learning beyond the classroom: Authentic learning, VELS, and PoLTs. Ethos, 13(1), t. 12–19. Hui-ju, L. (2015) Learner Autonomy: The Role of Motivation in Foreign Language Learning. Journal of Language Teaching & Research, Vol 6 t. 1165-1175 Irvin, L. K., Horner, R. H., Ingram, K., Todd, A. W., Sugai, G., Sampson, N. K. (2006) Using office discipline referral data for decision making about student behavior in elementary and middle schools: An empirical evaluation of validity. Journal of Positive Behavior Interventions, 8, t. 10–23. Llywodraeth Cymru (2020a). Canllawiau Cwricwlwm i Gymru. Caerdydd: Llywodraeth Cymru. Llywodraeth Cymru (2020b) Ystyriaethau gweithredu ac ymarferol -rhan o Cynllunio eich cwricwlwm. Caerdydd: Llywodraeth Cymru. Llywodraeth Cymru (2015) Cwricwlwm i Gymru – cwricwlwm am oes. Caerdydd: Llywodraeth Cymru. Maina, F.  W. (2004) Authentic learning: Perspectives from contemporary educators. Journal of Authentic Learning, 1(1), t. 1-8. Parsons, S. A., Ward, A. E. (2011) The case for authentic tasks in content literacy. The Reading Teacher, 64(6), t. 462–465.                              Pearson, P.D., Raphael, T.E., Benson, V.L., Madda, C.L. (2007) Balance in comprehensive literacy instruction: Then and now. In L.B. Gambrell, L.M. Morrow, & M. Pressley (Eds.), Best practices in literacy instruction. New York: Guilford. t. 30–54. Prince, M. (2004) Does Active Learning Work? A Review of the Research. Journal of Engineering Education. t.223-231 Renzulli, J. S., Gentry, M., Reis, S. M. (2004) A time and a place for authentic learning. Educational Leadership, 62(1), t. 73-77.                    Rule, A. C. (2006) The components of authentic learning. Journal of Authentic Learning, 3(1), t. 1–10. Ryan, R., Deci, L. (2000) Intrinsic and extrinsic motivation. Contemporary Educational Psychology. University of Rochester. Santrock, J. W. (2011) Educational psychology (5th ed.). New York, NY: McGraw-Hill. Stiggins, R. J. (2005) Assessment FOR learning defined. Portland, OR: Assessment Training Institute. Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. D., Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), t. 496–536. Turner, E. E., Gutiérrez, M. V., Simic-Muller, K., Díez-Palomar, J. (2009) Everything is math in the whole world: Integrating critical and community knowledge in authentic mathematical investigations with elementary Latina/o students. Mathematical Thinking and Learning, 11(3), t. 136–157. William, D. (2017) Embedded Formative Assessment: Strategies for Classroom Assessment That Drives Student Engagement and Learning. Solution Tree   Willems, P., Gonzalez-DeHass, A. (2012) ‘School-Community Partnerships: Using Authentic Contexts to Academically Motivate Students’, School Community Journal, 22(2) t. 9-30

Tameidiau o Ymchwil TAR 3 - Cyd-destun Dilys gyda Daniel Roberts

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

Youth and Community Work with Julia Rooney

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 New Definition of Music Literacy: What, Why, and How?’, Music Educators Journal, 107(3), pp. 15–21. doi: 10.1177/0027432121991644. Capel, S. (2019) ‘Student teachers’ roles and responsibilities’, in Capel, S., Leask, M., Younie, S. (ed.) Learning to Teach in the Secondary School, 8th edn., Abingdon: Routledge, pp. 396-408. Didau, D. (2014) The Secret of Literacy. Camarthen: Independent Thinking Press. Donaldson, G. (2015) Successful futures: Independent review of curriculum and assessment arrangements in Wales (Cardiff: Welsh Government). Fautley, M., Savage, J. (2011) Cross-curricular teaching and learning in the secondary school: The Arts. Abingdon: Routledge. Green, L. (2008) Music on Deaf Ears: Musical Meaning, Ideology and Education. 2nd edn.  Bury St Edmonds: Arima Publishing. Green, L. (2008a) Music, informal learning and the school a new classroom pedagogy, Aldershot: Ashgate. Halverson, L.R. and Graham, C.R. (2019) ‘Learner engagement in blended learning environments: A conceptual framework.’ Online Learning, 23(2), pp. 145-178. Harrison, C. (2004) Understanding Reading Development. London: Sage. Heflin, H., Shewmaker, J., Nguyen, J. (2017) 'Impact of mobile technology on student attitudes, engagement, and learning', Computers & Education, 107, pp. 91-99. McDermott, M. (2010). ‘More Than Writing-to-Learn’, Science Teacher, 77(1), pp. 32–37. Ness, M. K., (2016) ‘Reading Comprehension Strategies in Secondary Content Area Classrooms: Teacher Use of and Attitudes Towards Reading Comprehension Instruction’, Reading Horizons, 55(1), pp. 58–85. Pearman, C. J. and Friedman, T. (2009) ‘Reading and Rhythm: Binding Language Arts and Music in an Academic Notebook’, General Music Today, 23(1), pp. 12–16. doi: 10.1177/1048371309331610. Philpott, C., Evans, K. (2016) 'Language and learning in music’, in Cooke, C., Evans, K., Philpott, C., Spruce, G. (ed.) Learning to Teach Music in the Secondary School, 3rd edn., Abingdon: Routledge, pp. 52-62. Rose, D. (2011) ‘Beyond literacy: Building an integrated pedagogic genre’, Australian Journal of Language & Literacy, 34(1), pp.81–98. Swanwick, K. (1988), Music, Mind and Education. London: Routledge. Wagoner, C. L. (2020) ‘Integrating Literacy within the Performance Classroom’, Music Educators Journal, 106(4), pp. 24–29. doi: 10.1177/0027432120917746. Watson, A., Myhill, D. (2019) ’Creating a language-rich classroom’, in Capel, S., Leask, M., Younie, S. (ed.) Learning to Teach in the Secondary School, 8th edn., Abingdon: Routledge, pp. 396-408. Weidner, B. N. (2018) ‘Content Area Literacy in Ensemble Music Education: The Before-During-After Instructional Framework’, Journal of Music Teacher Education, 27(3), pp. 10–23. doi: 10.1177/1057083717732512. Welsh Assembly Government (2019) Curriculum For Wales, Available at: https://hwb.gov.wales/curriculum-for-wales/ (Accessed: 2 May 2021). Welsh Assembly Government (2019a) Curriculum For Wales: Literacy and Numeracy Framework, Available at: https://hwb.gov.wales/curriculum-for-wales/cross-curricular-skills-frameworks/literacy-and-numeracy-framework/ (Accessed: 2 May 2021) Welsh Assembly Government (2020a) ANONYMISED CP1 SCHOOL DATA. Available at: https://mylocalschool.gov.wales/School/REDACTED (CP1) (Accessed: 2 May 2021). Welsh Assembly Government (2020b) ANONYMISED CP2 SCHOOL DATA. Available at: https://mylocalschool.gov.wales/School/REDACTED (CP2) (Accessed: 2 May 2021). Welsh Assembly Government (2020c), Examination results in schools in Wales, 2018/19 – Revised. Available at: https://gov.wales/sites/default/files/statistics-and-research/2020-01/examination-results-september-2018-august-2019-revised-477.pdf (Accessed: 2 May 2021). Williams, Z. (2020). Review of the impact of mass disruption on the wellbeing and mental health of children and young people, and possible therapeutic interventions Cardiff: Welsh Government, GSR report number 62/2020. Available at: https://gov.wales/review-impact-mass-disruption-wellbeing-and-mental-health-children-and-young-people (Accessed: 2 May 2021).

PGCE Research Bites 5 - Literacy in Secondary School Music with Matthew Green

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 can read the full research report here. Finally, we're sure all our listeners (and past PGCE students) would like to take a moment to send the warmest wishes for a long and happy early retirement to Judith. A podcast legend and an irreplaceable colleague, we do hope to find an excuse to get her back on here soon.   -------------------- Recorded at Cardiff Metropolitan University's Cyncoed Campus on 8th July 2021

Teachers' Choice of Texts with Dr. Judith Kneen

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!

Summer Bonus 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 relationship between Estyn and educators has evolved in the light of education reform in Wales, and look to the future of the inspectorate under a new curriculum. STOP PRESS: Estyn got in touch with us just before this podcast came out to pass on their latest guidance on inspection for schools and PRUs. You can check it out here: Our new inspection arrangements for schools and PRUs | Estyn (gov.wales) For our final set of short slots this season, Julia has some tips for us on the usual topics of wellbeing, something interesting and something to try. And that's a wrap for the 2020-21 academic year! Thanks for being with us as we grappled with remote recording, al fresco podcasting and finally a joyful return to our beloved studio. We'll be in touch over the summer, and then return with more podcast goodness in September. Thanks for listening!   Best wishes from Emma and Tom

All About Inspection with Julia Longville

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

Doctoral Research in Progress with Tom

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

Doctoral Research in Progress with Emma

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 people’s reading in 2020 before and during lockdown. London: National Literacy Trust. Merga, M.K. a Mat Roni, S. (2018) ‘Empowering Parents to Encourage Children to Read Beyond the Early Years’. Reading Teacher Cyf 72 (tt. 213-222) Scottish Book Trust (2018) ‘Evaluation of the First Minister’s Reading Challenge’  

Tameidiau o Ymchwil TAR 2: Dysgu cyfunol: Sut i hybu llythrennedd a lles trwy ddulliau addysgeg darllen er pleser gyda Nia Davies

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

Best Practice for Educational Transitions with Dr Rhiannon Packer

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 School’. Australian Journal of Teacher Education, 43(3), pp.124-139. Elley, S. (2014) ‘Examining the Use of Bibliotherapy in a Third Grade Classroom’. Texas Journal of Literacy Education, 2(2), pp.91-97. Chou, M.J., Cheng, J.C. and Cheng, Y.W. (2016) ‘Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation’. Universal Journal of Educational Research, 4(1), pp.81-97. Stairs, A.J. and Burgos, S.S. (2010) ‘The power of independent, self-selected reading in the middle grades’. Middle School Journal, 41(3), pp.41-48. 

PGCE Research Bites 4: Reading for Pleasure to Enhance Pupil Wellbeing with Lydia Bundy

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

Pedagogy before Platform - Defining and maintaining educational vision and values during a global pandemic with Abi Chase

Emma (PGCE Secondary Drama) and Tom (PGCE Secondary Music) from Cardiff Metropolitan University muse about the joys of training teachers, the expressive arts and teaching in general. Expect deep discussions, wellbeing loveliness, celebrations and things to steal for your own lessons! Our primary audience is student teachers and early-career teachers, but we hope there's something here for everyone who's involved in the world of education, whether you're new or experienced. Most of our episodes involve a main discussion (often with one or more guests), and three regular slots: wellbeing, something interesting and something to try,

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Emma & Tom's PGCE Podcast

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