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Teacher educators at the University of Chester have designed an ITE programme that integrates the principles of Collaborative Lesson Research (CLR). This seminar will share the theory that informs the programme design and explore how the design has the potential to embed CLR into ITE programmes in a manner that facilitates expansive professional learning, alongside a challenge to authentic collaborations that aim to bridge research and practice in English schools. We will question whether this design can support the teacher-researcher identity of university based ITE educators who may occupy a troublesome space between school and university.
Sally Bamber has worked in mathematics education for over 30 years, firstly as a mathematics teacher in four diverse secondary schools and as a mathematics teacher educator at the University of Chester since 2007. She teaches PGCE, MA and EdD programmes, whilst designing and implementing collaborative lesson research designed to raise attainment in mathematics for children and young people. This includes empowering teachers to develop research-informed practice in professional learning communities. The desire to develop accessible and inclusive mathematics classrooms underpins all of her work. She leads the Research into Practice research interest group at her university and has recently led the University of Chester case study for the ERASMUS+ funded project Research in Teacher Education.
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