Voices from the front line
Conversations with Teacher Trainers and Teacher Educators from Across London and the South East
What to Expect
Through a series of thoughtful and engaging conversations, each episode invites guests to reflect on their professional journeys, current practice, and future aspirations. The podcast explores questions such as:
- Who are you, and what is your role within your institution?
- What pathways led you into teacher education?
- How do you understand and support the professional learning of trainee and student teachers?
- In what ways do you contribute to the development of your colleagues?
- What research interests shape and inform your work?
- How are you approaching your own professional learning right now?
- What strategies do you use to intentionally develop your professional practice?
- How do you stay current, reflective, and responsive as a teacher educator?
Welcome to this podcast series—a space dedicated to celebrating, exploring, and amplifying the voices of those working at the heart of teacher education.
In a time of significant change across our sector—shaped by evolving structures in universities, SCITTs, and wider educational landscapes—this series offers an opportunity to pause, reflect, and reconnect with what drives us as teacher educators. It shines a light on the passion, commitment, and research-informed practice that underpin the work of colleagues across London and the South East.
With each series, the aim has been to deepen our professional dialogue and strengthen connections across our community, this latest instalment continues that journey by focusing directly on the lived experiences of teacher trainers and educators working on the “front lines”.
Why This Series Matters
At its heart, Voices from the Front Lines is about connection and professional curiosity. It recognises that the strength of our educational system lies in the knowledge, expertise, and reflective capacity of those who prepare and support new teachers.
By sharing stories, insights, and research interests, this series aims to:
- Foster a sense of community across institutions
- Highlight innovative and reflective practice
- Encourage ongoing professional dialogue
- Inspire both new and experienced teacher educators
Whether you are a teacher educator, mentor, researcher, or trainee, these conversations offer valuable perspectives and a chance to engage with the realities and possibilities of teacher education today.
Episode 1: Dr Emily Sayers
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.
Emily Sayers graduated in Music and became a Senior Lecturer in Initial Teacher Education after teaching in secondary schools. She holds an MA Music Education, won a Bloomsbury Colleges Scholarship and completed a PhD on musical learning in North India. Her current funded research with Cardiff Metropolitan University examines teachers’ interdisciplinary dialogue in Wales. She has taken the role of coach for the Academy for Impact Through Music, trustee for Orchestras for All, is a Senior Fellow of the HEA and a Fellow of the Chartered College of Teaching. She is a member of the UCET Equalities group and regularly presents at BERA and BFE (British Forum for Ethnomusicology) conferences. As part of her role as a Senior Lecturer she works on undergraduate and postgraduate routes into teaching and supervises doctoral candidates.
Episode 2: Joely Fashokun
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.
Episode 3: James Ingham
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 and shares his perspectives on professional learning in teacher education. Drawing on his experience of supporting diverse cohorts of trainee teachers, James emphasises that professional learning is both developmental and highly individual, requiring trainees to build professional behaviours, reflective habits, and classroom expertise over time.
A central theme of the discussion is the importance of research-informed practice. James highlights how teacher educators, mentors, and trainees can engage with research to improve classroom impact, while also stressing the value of collaboration, reflection, and professional dialogue. He discusses the research-engaged culture within his team, the importance of supporting colleagues’ professional growth, and his own commitment to continuous learning through partnerships with schools, research projects, conferences, and professional networks. Ultimately, the conversation presents professional learning as an ongoing journey of reflection, curiosity, and purposeful development throughout a teacher’s career.
Dr James Ingham graduated in Music before completing a PGCE in Secondary Music, a Masters in Music Education, and a PhD in Music (2022). He has held a variety of leadership roles in schools across the UK and internationally, including Director of Music, Head of Performing Arts, and Head of Sixth Form, before moving into Initial Teacher Education. After working at the National Institute of Teaching and Education at Coventry University, he became Head of Secondary ITE at Canterbury Christ Church University in 2024. His research spans music and education, with current music research interests including improvisation, jazz performance analysis, and musical voice, regularly presenting his work at conferences. He also explores the relationship between research and practice in teacher education and is particularly interested in enhancing the professional development of trainee teachers and Early Career Teachers (ECTs). He is a Fellow of the Higher Education Academy and serves as a school governor.