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Wood, Margaret; Belluigi, Dina Zoe; Su, Feng; Seidl, Eva – London Review of Education, 2023
Higher education has been (re)shaped by the COVID-19 pandemic in ways which have left both indelible and invisible marks of that period. Drawing on relevant literature, and informed by an exchange catalysed through a visual narrative method, authors from four European universities engage with two reflective questions in this article: As academics,…
Descriptors: Foreign Countries, Higher Education, Educational Practices, Educational Change
Polovko, Olena; Glotov, Sergei – London Review of Education, 2023
On 24 February 2022, Russia launched a full-scale invasion of Ukraine, which is now in its second year. The invasion disrupted higher education institutions across the country and forced both staff and students to adapt to the new reality. This article focuses on the experiences of university students to understand how their educational process…
Descriptors: War, Higher Education, Educational Experience, Personal Narratives
Boylan, Mark; Truelove, Lynne; Pearse, Sally; O'Brien, Sue; Sheehan, Helen; Cowell, Tony; Long, Eleanor – London Review of Education, 2023
Trauma-informed practice in education is an area of growing interest in England and internationally. Embracing trauma-informed practice in schools requires trauma and related content to be included in teacher education. Over a period of eight years, a short course was developed and incorporated into the teacher preparation programmes at a large…
Descriptors: Foreign Countries, Trauma Informed Approach, Preservice Teacher Education, Teacher Educators
Brooks, Clare; McIntyre, Joanna; Mutton, Trevor – London Review of Education, 2023
Unprecedented reform to teacher education in England, through the Initial Teacher Training Market Review, led to the threat of removal of the right for established providers to offer programmes of initial teacher education beyond 2024 without reaccreditation. Such policy reform has been constructed in relation to a perceived gap in research about…
Descriptors: Foreign Countries, Teacher Education, Instruction, Educational Policy
Brooks, Clare; Perryman, Jane – London Review of Education, 2023
In this article, we examine education policymaking in England during the COVID-19 pandemic, focusing on the period from 2020 to 2022. We argue that the pandemic, while obviously damaging materially, economically and psychologically, seemed to have provided a rare opportunity for a step change, a chance to recalibrate and reconsider values assumed…
Descriptors: Foreign Countries, Educational Policy, Policy Formation, Policy Analysis