TEAN Conference 2023 Programme and Keynotes

The conference programme begins on Thursday 11th May at 11.10am to allow for travel but there are optional ‘masterclasses’ running on that day from 9.30am for those who can make it so early on day one. Day one of conference ends at 18.00 but there is an optional evening buffet and networking session 19.00 to 22.00. The second day Friday 12th May begins at 9.30am and conference closes at 4,30pm. View the provisonal programme overview here.

For the benefit of international delegates, and others able to arrive early on day one before the main conference opens, we are pleased to provide TEAN pre-conference masterclasses from 9.30 to 11.10am Thursday 11th May. See full details here.

In addition to our two full keynotes, the conference includes ‘mini keynotes’ as follows:

The complexity of learning to teach: advancing the debate.

Maureen Robinson (Stellenbosch University), Lee Rusznyak (Wits University), Melanie Luckay (University of the Western Cape), Heloise Sathorar (Nelson Mandela University) 

Student teachers using audio diaries to reflect on emerging subject knowledge.

Pete Atherton (Liverpool John Moores University) 

 Powerful Knowledge: a seductive but dangerous idea? 

Tony Eaude (New Perspectives / Oxford University) 

 Epistemic insights in the Primary curriculum: big questions for big issues.

Lewis Morgan (Leeds Trinity University) 

Dialogic teaching: broadening the repertoire.

Rupert Knight (University of Nottingham)

TEAN is proud to present the following provocative, forward-looking keynotes from Professor Hazel Bryan and Sameena Choudhry.

Learning from our collective experiences to face the future together

Thursday 11th May 2023

Professor Hazel Bryan

There are a number of leitmotifs that have been associated, traditionally, with teacher professionalism: the dance between autonomy and government requirements; the practice/research nexus and the role of research in the quotidian spaces in classrooms; the notion of teacher virtues and character; the civic role and duty of the teacher; and the relationship with and to subject knowledge.   

These concepts have long underpinned approaches to teacher formation; initial teacher education is the vehicle through which these ideas, practices and beliefs are introduced, experienced, theorised and discussed.  However, something new and rather different is happening in university based initial teacher education in England in light of the Market Review.  It seems that some of these leitmotifs are shifting as new practices are introduced by government.  

What can we draw from our collective national history as well from international examples that might help us to navigate these new challenges? Faced with unprecedented initiatives in the past, the sector responded in creative and collegial ways. This presentation reflects on national and international case studies in order to consider how we might strengthen our contemporary practices to the benefit of our students and partnership schools.  How, I ask, can learning from our shared past and that of our international colleagues inform our future identity? 

About the Speaker

Hazel Bryan is Professor of Education and Dean of The School of Education and Professional Development.  Hazel trained as a teacher in London and taught in schools for some ten years before joining Canterbury Christ Church University where she held a range of posts including Director of Master’s Degrees, Head of the Department for Professional Development and Head of Research, Knowledge Exchange and Consultancy.  On leaving Canterbury Christ Church University, Hazel was appointed Professor and Head of the School of Education and Humanities at the University of Gloucestershire.

Hazel has acted as a Trustee and Board member for a range of organisations.  She sits on the Executive Board of the Society for Educational Studies (SES), and is about to take up the Chair of the International Professional Development Association (IPDA).  Hazel acts as Vice Chair on the Universities Council for the Education of Teachers (UCET) Research and International Committee and is co-Editor of the IPDA journal ‘Practice: contemporary issues in practitioner education’.  Hazel co-convenes the World Education Research Association (WERA) International Research Network entitled ‘Education and Extremism’.    Her research is situated at the interface between education policy and values and she has published in the areas of radicalisation, extremism, Prevent, constructs of teacher identity and  professionalism.

Equitable Education: What everyone working in education should know about closing the attainment gap for all pupils

Friday 12th May

Sameena Choudhry

Social justice and equitable education is more pertinent than ever whereby educational outcomes are still largely dictated by pupil’s postcodes or their characteristics.

Recent events have highlighted attainment gaps that exist for many pupils within the education system because of factors outside of their control. As the diversity of the pupil population increases, it is more important than ever to develop the skills, knowledge and understanding within the teaching profession around issues of equality and inclusion. This keynote provides trainees and teachers with an understanding of the current context and builds on key concepts such as intersectionality, equality, equity and social justice, which are essential to ensuring all pupils in our schools receive the education they are entitled to.  It will also provide an opportunity for delegates to look at case studies of pupils and think about the implications for their own practice in their classrooms and schools.

I will refer to my recently published book Equitable Education: What everyone working in education should know about closing the attainment gap for all pupils. The book covers complex issues related to the attainment of key groups of disadvantaged pupils, and practical strategies that can be deployed to address these gaps. Chapters focus on social class, gender, English as an additional language, minority ethnic achievement, gypsy, Roma and travellers, refugee and asylum seekers, and those with special educational needs and disabilities. The book takes a stark look at the evidence and statistics, provides an overview of the key issues and considerations for each particular group, and suggests key resources and examples of good practice, along with case studies and points for reflection.  Ultimately, it encourages you to have high expectations of your pupils and to truly believe that you can help them realise their ambitions and aspirations.

About the Speaker

Sameena Choudry is the founder of Equitable Education Ltd, an educational consultancy specialising in closing the attainment gap. She is also co-founder of #WomenEd, a grassroots movement for connecting existing and aspiring women leaders in education. She has worked as a teacher, lecturer, ITE tutor, examiner, senior leader, adviser and has had senior officer roles within four LAs. She is also a trained Ofsted inspector. Sameena has worked with hundreds of schools to improve educational outcomes for pupils with specific needs who, with additional support, can and do achieve highly. She has contributed to a number of publications and regularly speaks at educational conferences on issues relating to equality, diversity and social justice.