The generative AI revolution is reshaping teacher education. Moving beyond speculative debate, AI is now increasingly present within classrooms, lesson planning, staffroom conversations, and the everyday practices of schools and universities.
Education in Northern Ireland (NI) has been experiencing significant change following the publication of ‘TransformED NI: Transforming Teaching and Learning: A Strategy for Educational Excellence in Northern Ireland’ (DENI, 2025). This comprehensive reform programme focuses on a range of key school-based issues, all underpinned by substantial investment in teacher professional development from Initial Teacher Education (ITE) (via bursary schemes), through to an enhanced Induction programme and a
Teacher education has long attracted those seeking a second career. Among them are former service personnel, blue-light professionals, engineers, youth workers, carers, business leaders and others whose prior roles were demanding, value-driven and identity-forming. While the motivations for retraining vary, a common thread runs through these journeys: becoming a teacher is not simply about acquiring new skills but about re-forming professional identity (Beauchamp & Thomas, 2009).
In light of recent developments, it is easy to see the position of the university-based teacher educator (UBTE) as assailed from all sides: navigating centralisation and prescription at policy level, competition from school-led ITE routes on the ground and a precarious higher education landscape.
In a recent article in the British Education Research Journal, Dr Louisa Dawes, Dr Elizabeth Gregory and Dr Mark Innes of the University of Manchester argue that UCET should be given a say in the ongoing reform of National Professional Qualifications (NPQs) for school leaders in England. Here, they explain why.