Amanda Turner

An exploration of the effects of synchronous and asynchronous learning activities on student nurse experience during the Covid-19 pandemic

The COVID-19 pandemic has presented a significant disruption to the Higher Education sector. This has been particularly evident within health and social care education, with the added need for both students and educators to support the frontline emergency workforce. Innovative remote teaching and learning approaches were urgently required to enable…

Flipped classrooms: Action research to improve practice within an HE nursing context

This article explores the importance of careful design when using a flipped classroom to support the learning of an Anatomy and Physiology module for year one undergraduate nursing students. It is argued that an online platform of well-designed materials and activities will effectively support the retention of key information, thus…

Diverse placement experiences and professional identity development. Perceptions of trainee teachers based within the post-compulsory sector

This article explores the experiences of trainee teachers on placement which forms their professional identity. This article focusses on trainee teachers based in the Further Education (FE) and Skills sector, in England. By conducting a qualitative study using one to one interviews and using the reflections of trainee teachers after…

Who am I and how did I get here? The development of professional identity through incidental learning for trainee teachers in UK Further Education

This paper explores stakeholders’ views on the impact of continuing professional development on teaching practice in further education. Continuing professional development (CPD) is a broad term that describes the activities, learning and support that teachers undertake throughout their professional career. The importance of teachers’ professional development is that it should…

An investigation into the impact of incidental learning on trainee teachers’ professional development, whilst working in the FE context

The journey that a trainee teacher experiences on their way to becoming a professional teacher is of great importance, often shaping the sort of teacher they are to become (Avalos, 2011; Jephcote, Salisbury, 2009). The teacher training programme is based on measurable learning outcomes, delivered and assessed under formal conditions.…