The IPDA Podcast

In this episode of Global Voices in Teacher Education, Amal Zerouali, an EFL inspector, teacher educator, university lecturer and doctoral researcher from Morocco, reflects on her work across initial teacher education, continuing professional development, and educational research. Drawing on experience as a teacher, inspector and trainer, she describes a teacher education philosophy centred on practical experience, reflection, and professional dialogue rather than the transmission of theory.A central theme is that teachers learn best through active participation. Amal advocates modelling the pedagogy teacher educators want teachers to use, employing simulations, collaborative lesson design, classroom inquiry, observation, and iterative improvement cycles. She emphasises that training should produce tangible classroom resources while making teachers’ thinking visible and open to reflection. The discussion also explores emerging developments in Morocco, including the expansion of English language education in middle schools and the adoption of Universal Design for Learning principles within teaching. Amal highlights her research on artificial intelligence in education, arguing that AI must be aligned with learning objectives, curriculum goals, and sound pedagogical principles. Throughout the conversation, she stresses inclusion, lifelong learning, practitioner inquiry, and the value of international collaboration, sharing, and mutual learning among teacher educators across different contexts. 

In this episode of Voices on the Frontline, Daniel Suen from Mid-Essex ITT and Bridge Academy Trust discusses his journey from history teacher to teacher educator and instructional coaching lead. He explains how mentoring an early-career teacher sparked his interest in teacher development and led to wider roles supporting trainees, ECTs, mentors, and coaches. A central theme is that teachers learn in much the same way as pupils, meaning professional learning should be carefully sequenced, informed by cognitive science, and supported through deliberate practice, observation, feedback, and coaching. Daniel emphasises moving beyond a culture of evaluation towards one focused on learning and development. He highlights Mid-Essex ITT’s “Inclusion Spotlight” initiative, which embeds inclusion throughout training rather than treating it as a standalone topic. Research, particularly Dan Willingham’s Simple Model of Memory, informs his approach to lesson observation and coaching. Throughout the conversation, he stresses the importance of connecting theory to classroom practice, learning from colleagues, seeking feedback, remaining reflective, and continuously refining teacher education programmes.

In this episode of Voices from the Frontline, Dr James Ingham, Head of Secondary Initial Teacher Education at Canterbury Christ Church University, reflects on his journey from music teacher to teacher educator. He shares his perspectives on professional learning as a developmental, individual process — one that requires trainees to build reflective habits, professional behaviours, and classroom expertise over time.

James discusses the importance of research-informed practice, collaborative professional dialogue, and supporting colleagues' growth, as well as his own commitment to continuous learning through school partnerships, research projects, and professional networks. A thoughtful conversation about professional learning as an ongoing journey of reflection, curiosity, and purposeful development.

In this episode of Voices from the Frontline, Joely Fashokun, Lecturer in Mathematics at the University of Brighton, discusses her journey from secondary school teaching into teacher education and reflects on the central role of professional learning in effective practice. Drawing on her work with trainee teachers, Joely highlights the importance of balancing educational theory with practical classroom application, ensuring that professional learning is both research-informed and immediately relevant to practice. She shares how approaches such as lesson plays help trainees bridge the gap between knowledge and action in the classroom.
A key theme throughout the conversation is the value of continuous professional development. Joely emphasises the importance of engaging with research, listening to student and teacher voice, and collaborating with colleagues to promote equity and inclusion in education. She reflects on her own professional learning through courses, conferences, networking, and social media engagement, arguing that educators must make learning an integral part of their practice. The podcast presents professional learning as an ongoing, reflective process that enables teachers and teacher educators to remain responsive, informed, and innovative in a rapidly changing educational landscape.

Joely Fashokun is a lecturer and educational consultant whose work centres equity in education, specifically regarding digital learning, socioeconomic disadvantage, and anti-racism. Drawing on a social science background, Joely roots her practice in evidence, ensuring evaluation and impact are embedded into every process for programme and curriculum design. Her current research projects focus on Black student experiences and developing inclusive pedagogies for AI use in higher education.

In this episode of Voices from the Frontline, host Derek Boyle speaks with Dr Emily Sayers, Senior Lecturer at Canterbury Christ Church University, about the complex and evolving world of teacher education. Drawing on nearly two decades of experience, Emily reflects on her multifaceted role as a teacher educator, researcher, and mentor, and explores how student teachers develop their professional identities. The conversation highlights the importance of critical reflection, diverse educational philosophies, and collaborative professional learning in shaping effective and adaptive educators.

This two-part podcast continues our series around emerging researchers engaging with the IPDA conference.  In this episode our team are speaking with emerging researcher Lynn about what do do following a conference, including how to make the most of the talks you attended, the contacts you have made and touching on publishing your work.

This two-part podcast continues our series around emerging researchers engaging with the IPDA conference.  In this episode our team answer some key questions for Lynne, who is hoping to present at the event. This includes tips on making a presentation, as well as dealing with Q&A and how to make the most of the conference opportunity. 

In this episode Stuart Mitchell discusses the forthcoming IPDA Conference in Dublin with Aoife Brennan, Chair of IPDA Ireland. With an insight into Aoife's and her work, as well as what we can expect in Ireland in June.

This is two-part episode featuring emerging researcher Louise in conversation with her colleagues about the value of engaging in academic conferences to develop her professional identity and confidence. They discussed how attending events like the IPDA International Conference offers a supportive community for researchers and practitioners to share ideas, receive constructive feedback, network, and connect with others interested in professional learning and development. Her peers encouraged her to start by submitting an abstract, perhaps a summary of her current study. They explained that conferences welcome a range of contributions, from traditional paper presentations to posters, symposia, round tables, and even creative formats such as practice spotlight, or accessible formats such as online Lightning Talks. Through these exchanges, Louise began to see conferences not only as places to present finished work but as spaces for collaboration, reflection, and growth within a vibrant, supportive and affirming professional learning community.

This is two-part episode featuring emerging researcher Louise in conversation with her colleagues about the value of engaging in academic conferences to develop her professional identity and confidence. They discussed how attending events like the IPDA International Conference offers a supportive community for researchers and practitioners to share ideas, receive constructive feedback, network, and connect with others interested in professional learning and development. Her peers encouraged her to start by submitting an abstract, perhaps a summary of her current study. They explained that conferences welcome a range of contributions, from traditional paper presentations to posters, symposia, round tables, and even creative formats such as practice spotlight, or accessible formats such as online Lightning Talks. Through these exchanges, Louise began to see conferences not only as places to present finished work but as spaces for collaboration, reflection, and growth within a vibrant, supportive and affirming professional learning community.