Research

The ArDdysg Teacher Education Research Group supports evidence-informed practice in teacher education and professional learning. It brings together researchers with a range of educational research interests and experience.

Issue 14: Feb 2026

Issue 13: Oct 2025

Issue 12: May 2025

Issue 11: February 2025

Issue 10: October 2024

Issue 9: May 2024

Issue 8: February 2024

Issue 7: October 2023

Issue 6: May 2023

Special Issue Mentoring April 2023

Issue 5: February 2023

Special Issue Curriculum Design December 2022

Issue 4: October 2022

Issue 3: June 2022

Issue 2: April 2022

Issue 1: February 2022

PGCE Programme Research Strategy overview (2024-2027)

Programme Report Infographic Summer 2025

Programme Report Infographic Spring 2025

Programme Report Infographic Summer 2024

Programme Report Infographic Spring 2024

Programme Report Infographic: Summer 2023

Programme Report Infographic: Spring 2023

Programme Report Infographic: Summer 2022

Programme Report Infographic: Spring 2022

Programme Report Infographic: Spring 2021

Summary of the theory underpinning the PGCE Programme (2021)

Delivering the PGCE Programme (ongoing). A series of works that include the strengths and challenges of partnership working; investigating the blended distance pedagogy; micro-teaching and peer reflection; and developing the PGCE Programme. 

The Happy Child 2 (2026). Funded by the Open University's Faculty of Well-being, Education and Languages’ Research Development Fund, this research builds on an EdD study investigating children's happiness in school. Utilising a mixed-method Mosaic (Clark, 2011) approach, the research enables young children to share their experiences through drawings, paintings, photographs and discussions. These artefacts provide valuable insights to practitioners about provision, and how environments, resources and planned opportunities can impact children’s emotional development and happiness.

Developing reflective practice in Initial Teacher Education (2024–26). Funded by the Open University’s Faculty of Well-being, Education and Language PRAXIS Centre for Scholarship and Innovation, this collaboration between teacher educators and student teachers developed a toolkit that includes two new reflective models to support student teachers’ reflective practice. The project report. Paper in Journal of Education, Innovation and Communication.

Exploring the teaching of multiplicative reasoning through measures (2024–25). Funded by the Open University’s Faculty of Well-being, Education and Language’s Research Development Fund, this design-based research project worked with teachers and learners to trial, evaluate and develop measures-based tasks to support multiplicative reasoning in the primary school.

Developing professional conversations (2023–24). Funded by the Open University’s Faculty of Well-being, Education and Language’s PRAXIS Centre for Scholarship and Innovation, this study provided insights into the ‘professional conversations’ that practice tutors have with students and school mentors. The project report. Paper in International Journal of Changes in Education.

Supporting personal target setting for early career teachers (2023–24). In partnership with Ysgol Nantgwyn and funded by Central South Consortium, this participatory research project developed a collaborative early career teacher framework to underpin personal target setting.

ZEST (Zambia Education School-based Training) (2023–24). In collaboration with World Vision and funded by the Scottish Government; an Action Research project with teachers in Zambia explored their reflections on using the active teaching and learning approaches of ZEST. Paper in Journal of Learning for Development.

The use of video technology for reflection on lessons (2022–23). Funded by the Open University’s Faculty of Well-being, Education and Language’s PRAXIS Centre for Scholarship and Innovation, this study informed understanding of the benefits and challenges of using video technology in lessons. A bank of resources created by the project supports partner schools and student teachers. The project report.

Effective mentoring in ITE: What works and why (2021–22). Funded by the Open University’s Faculty of Well-being, Education and Language’s PRAXIS Centre for Scholarship and Innovation, this research used artefacts to explore mentoring approaches across the OU ITE Partnership. A collection of case studies showcases approaches in different school contexts. The project report. Paper in Educators Perspective. Paper in Mentoring & Tutoring. Paper in PRACTICE.

PGCE Practice Tutors – preconceptions, perceptions and actuality (2021). Funded by the Open University’s Faculty of Well-being, Education and Languages’ PRAXIS Centre for Scholarship and Innovation, this study explored how practice tutors within the PGCE in Wales understand and enact their role. The full project report.

The Open University Partnership in Wales PGCE Programme Research Conference Proceedings 2025

The Open University Partnership in Wales PGCE Programme Research Conference Proceedings 2024

The Open University Partnership in Wales PGCE Programme Research Conference Proceedings 2023

The Open University Partnership in Wales PGCE Programme Research Conference Proceedings 2022