At Liverpool Hope University we are dedicated to training teachers who are creative, proactive and reflective. As a Hope Teacher, you will have a moral purpose and an enthusiastic, innovative and flexible approach to teaching the next generation. The Hope Teacher sees their career as a vocation, a way of changing the lives of children and the chance to make a real difference.
The ‘Hope Teacher’ is a unique feature of all of the programmes offered in the School of Education at Liverpool Hope University. The distinctive and special qualities of our teachers have been identified in our last two Ofsted inspections:
“The ‘Hope Teacher’, who takes a full part in professional school life and teaches ‘with moral purpose, the whole child” (Key Finding, Ofsted Report, Nov. 2012)
“‘The Hope tutor’ has emerged sharing the same attributes as ‘the Hope teacher’, particularly resilience, positive outlook and conviction. A shared vision of excellence, effective teamwork and a proactive approach have been key factors” (Ofsted Report, Jan. 2014)
Qualities of a Hope Teacher
We are looking for particular qualities and skills in all of our successful applicants. We want people who believe they can make a difference to the lives of children and young people by striving for excellence in teaching and learning, and by understanding the needs of all pupils.
We are looking for four key learning dispositions in potential Hope Teachers:
- Resourceful – can adapt and be flexible
- Resilient – can respond positively to setbacks
- Reflective – can learn from and build on experience
- Reciprocal – can work well with others
One of the tasks of the progressive educator is to unveil opportunities for hope, no matter what the obstacle may be. - Paulo Freire, ‘Pedagogy of Hope’ (1992)
The ‘Hope Education Studies Graduate’ (HESG) is an initiative embedded within the Education Studies undergraduate degree programmes which promotes a holistic approach to student development. HESG emphasises the whole growth of each learner, such as intellectual, emotional, social and professional developments. Supported by a series of meetings with their personal tutor, students are encouraged to reflect on their skills, develop goals, and review their progress at regular intervals throughout their degree study.
Through this programme, each Education student will graduate from Liverpool Hope University equipped with the following attributes:
- To engage with fundamental questions concerning the aims, values and outcomes of education and its relationship to society;
- To develop their own sense of vision, initiative and purpose in education;
- To be inspired by a broad range of theories and perspectives in education;
- To understand theoretical knowledge and research evidence in education by drawing on relevant research skills;
- To critically evaluate policies and practices in education in light of a commitment to social justice;
- To understand the social pressures on education and the role we can play in improving education in different contexts.
We aspire for all Early Childhood students to graduate from Liverpool Hope University as a ‘Hope Early Childhood Professional’.
The Hope Early Childhood Graduate:
- Is committed to the well-being of young children, their families and their communities
- Acts as an advocate for children, their families and communities
- Has a systematic knowledge and critical understanding of young children and childhood from a wide range of theoretical perspectives
- Is a reflective practitioner, assuming accountability for their own learning
- Has a critical perspective on policy, provision and practice.
Research in Action is Liverpool Hope University’s peer-reviewed journal designed to encourage the sharing of ideas and innovations in teaching and learning by making connections between research and practice.
Each edition brings together a selection of high quality research recently undertaken by Hope postgraduate students, our teaching staff and within networks with which we are engaged. The publication showcases collaborations between the School of Teacher Education and our partnership schools, undertaken to advance the understanding and improvement of practice. These contributions offer research-informed and scholarly ideas and inspiration to encourage professional learning and dialogue. The journal also includes updates of new publications, details of upcoming events, and school-university partnership opportunities.
The journal aims to support a stimulating forum for professional dialogue amongst educators within and across institutions, building networks amongst our lively professional community of new and existing teachers, teacher educators, and colleagues from partnership organisations.
Download your copy
Research in Action - Issue 1
Research in Action - Issue 2: Special issue Teacher Education for Equity and Sustainability Network 2016 annual conference proceedings
Research in Action - Issue 3
Research in Action - Issue 4 Special issue Teacher Education for Equity and Sustainability Network 2017 annual conference proceedings
Research in Action - Issue 5