ASE Teacher Developers Conference 2026

Join us for an engaging online session exploring disciplinary literacy and how it can transform teaching and learning across the curriculum. This session will unpack what disciplinary literacy looks like in practice, highlighting how subject-specific approaches to reading, writing and communication can deepen students’ understanding and thinking.
We will also share how Chiltern Learning Trust supports staff development through a carefully structured and evidence-informed CPD programme. From collaborative planning and instructional coaching to targeted training sessions, our approach is designed to build expertise, empower teachers, and sustain meaningful classroom impact.
Whether you are a classroom teacher, middle leader or senior leader, this session will provide practical strategies, real examples, and insight into how a trust-wide commitment to professional development can drive improvement and support every educator to thrive.

Science teachers often want to engage with research but face real barriers — limited time, paywalled journals, and uncertainty about what to trust. In this hands-on session, we introduce a new toolkit developed collaboratively by the University of Southampton, King's College London, and the Association for Science Education. Drawing on a national study involving teachers, teacher educators, and subject experts across all four UK nations, the toolkit offers six flexible approaches to help science teachers find, evaluate, and use education research in practical, manageable ways. Participants will work through selected activities, including reflecting on their own research use and critically evaluating research claims for classroom application.

https://2026aseteacherdeveloperscon.sched.com/event/2JR4U/evidence-informed-teaching-survey-eise-secondary-focus

https://www.ase.org.uk/news/evidence-informed-science-teaching-survey

What happens when teachers are afforded time and space to reflect deeply on learning? Discover how a recent teacher development opportunity, provided by SEERIH at The University of Manchester, together with Dr. James Calleja, UNESCO Chair for Teacher Professional Development using Lesson Study, engaged primary teachers in the lesson study approach with a specific focus on science learning. Outcomes from the project will be shared and recommendations to take this approach into your own settings.