My Mum & Misconceptions

My mum is an exceptional woman. An occupational therapist for most of her career, she was inspired by some voluntary bereavement counselling she did for a few years and then retrained as a psychotherapist in her 50s, completed a degree, and then a Masters, and worked very successfully with all sorts of people struggling with an extraordinary […]

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Do we know anything about the impact of subject knowledge on retention of early-career science teachers?

There is evidence that early-career science teachers are particularly vulnerable in terms of retention (Allen & Sims 2017). Evidence suggests that a number of factors affect teacher retention across all subjects but it is less clear why early-career science teachers are more at risk than teachers of most other subjects. It may simply be that […]

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Energy Teaching Resources for SKE

Developing the new @SotonEd Subject Knowledge Enhancement course has led to a renewed collation of teaching resources. The Energy unit is a distance-learning component, so trainee teachers will access these resources, with a little bit of written introduction and some instructions. They will then use the resources and complete tasks before receiving online feedback from […]

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Practical: The Fallacy of Induction

This is the third and final post in a series about the value of practical work in science. In the first post I have suggested that science trainee teachers (and possibly some qualified teachers too), have a tendency to make assumptions about the value, and the learning, associated with practical work in science. In the […]

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Practical: Grinding Frustration

This is the second of three posts about practical work in science. In the first post I suggested that science trainee teachers (and possibly some qualified teachers too), have a tendency to make assumptions about the value, and the learning, associated with practical work in science. In this second post I’m going to illustrate this […]

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