11:00 – 12:00 SESSION BLOCK A

• A1 Aimee Quickfall (Bishop G): British Academy funded project on NQT well-being

• A2 Deborah Roberts (Warwick): Embedding sustainable workload into a PGCE Programme 

• A3 Vini Lander (Leeds Beckett), Pinky Jain (Leeds Beckett) and Catherine Lee (Anglia Ruskin): Succeeding or Struggling with Equality in ITE?

• A4 Terry Russell & Julie Grimshaw: OfSTED’s return to ITT inspections - the results and interpretations of the inspection framework so far and the implications for providers

• A5 Pete Boyd (Cumbria): Becoming a teacher educator: Supporting research-informed practice by teachers in the post-truth world

• A6 Clare Lee and Dave Tyler (Open University in Wales): PGCE Practice Tutors: preconceptions, perceptions and actuality

• A7 Jenny Murray (St Mary's University) and Marta Ortega Vega (Maudsley Learning, SLaM NHS Trust): Care, Connect, Thrive - ITE and NHS experts working together to support teacher wellbeing

• A8 Trevor Mutton (Oxford): IBTE report

• A9 Thomas Donnai (Manchester) and Jeff Evans (Liverpool J M): Making LGBT+ History visible in school curricula: exploring the impact of collaboration between ITE providers, schools and experts in the field

• A10 Hannah Wilson (Diverse Educators): Creating Belonging for Early Career Teachers

• A11 Liz Hoult (Northumbria), Judy Durrant (CCCU), Christine Lewis (Edge Hill), Richard Holme (Dundee), Amanda Powling (London Met), Lizana Oberholzer (Wolverhampton) and David Littlefair (Northumbria): An exploration of the contribution that teacher education (as a sub-discipline) makes to higher education institutions

• A12 Kirstin Sawyer (Bradford) Howard Pilot  (ETF) & Charlotte Bonner (ETF): Teacher education for sustainable development in the post compulsory sector
   

12:00 – 12:45 LUNCH

13:50 – 14:50 SESSION BLOCK B

• B1 Ruth Seabrook (Roehampton): CCF and mentor training

• B2 Paul Hopkins (Hull): Splendidly Blended - developing an PGCE in post-COVID times utilising technology and pedagogical systems for the blended learning experience

• B3 Corinne Woodfine & Diane Warner (MMU): The identity dilemmas of Early Career teachers from under-represented groups in the UK

• B4 Des Hewitt (Warwick): QA in Teacher Education or Inclusion: SEND and EAL in particular

• B5 Elaine Sharpling (UWTSD): Developing research dispositions in student-teachers.

• B6 Arthur Kelly and Sarah Ankers (Chester University FECS): Preparing EYP students to Assess, Plan and Teach the Curriculum for Wales: Some reflections

• B7 Amy Loxley, Interim Lead Advisor, ICAN: We need to talk about communication: a highly prevalent, yet an often hidden cause of educational and behavioural difficulties

• B8 Verity Campbell-Barr (Plymouth): A review of early years degrees content and employment pathways in England

• B9 Bob Bowie and Mary Woolley (Canterbury): Initial findings for ITE from research on Beginning Teachers and Science Religion Encounters in the classroom

• B10 Matthew Clarke, Richard Day, Louise Whitfield, Keither Parker, David Scott, Jenny Carpenter (York St John): Teacher trajectories: rhetoric & reality, autonomy & constraint

• B11 Claire Ball-Smith (York), Simon Gibbons (KCL), Kate Ireland (Warwick), Lisa Murtagh (Manchester) and Elizabeth Rushton (KCL): Reflection on continuity and change in Initial Teacher Education in a time of global pandemic

• B12 Sally Pearse and Sue O’Brien (SHU): Towards a Trauma Informed University

• B13 Howard Pilot (ETF): Education Training Foundation update