2021-10-22 The legacy of Paulo Freire – a pivotal transformative figure in global education whose centenary falls this year – is being celebrated in a series of free events at the University of Cambridge starting on 1 November.Read the full story |
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2024-07-11 CAMFED (the Campaign for Female Education) and the Research for Equitable Access and Learning (REAL) Centre at the Faculty of Education University of Cambridge have announced a new partnership to examine how community-led interventions that target the needs of the most marginalised children can be scaled through education systems in Tanzania and in other countries in sub-Saharan Africa.Read the full story |
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2021-09-17 This article is one of a series of interviews with Faculty PGCE alumni about their experiences as trainee teachers at Cambridge and their views on recently-proposed Government reforms which if implemented could lead to the University withdrawing from initial teacher education. Emily Williams completed the General Primary PGCE this year and has just started her first job at Histon and Impington Park Primary School – a Cambridge partner school and part of the Histon and Impington Brook School Teaching School Hub. Read the full interview. |
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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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