I have worked as a teacher and senior manager in four secondary schools. Starting as a teacher of English and Drama I went on to lead an Expressive Arts faculty before becoming a deputy head teacher in two schools in Bristol and London. My last position responsible for staff development led me to be particularly interested in the role schools play in developing student teachers. I have completed an MA in Education (Publishing), an MSc in Educational Research Methodology and a DPhil in teacher education. My doctoral research was an ethnographic study considering how secondary school subject departments contribute to student teachers' learning.
My book Student Teachers in School Practice is published by Palgrave Macmillan:
I am a member of the Research Centre for Learning, Teaching and Human Development at the University of Roehampton. I am also an associate member of the Oxford Centre for Sociocultural and Activity Theory Research (OSAT) at the University of Oxford.
I am a fellow of the Higher Education Academy and hold a University of Roehampton Teaching Fellowship.
- International Society for Cultural and Activity Theory Research (ISCAR), Presentation: Children’s’ Centre service provision: Contradictions as ways of moving forward, Natal, Brazil, August 2020 (moved online)
- Doctoral Students’ Annual Conference, Keynote Presentation: “Engaging doctoral students in networking opportunities: Developing resources to address complex problems”, University of Roehampton, June 2020
- Association for Teacher Education in Europe (ATEE) Spring Conference, Presentation: School-led programmes of teacher education: social justice, media and technology, Florence, Italy, May 2020 (moved online)
- Educational Leadership and Policy Research and Teaching Group, Invited Presentation: “The natural thing is to disaggregate and just become these separate islands”: tensions in multi-professional working, Glasgow University, January 2020
- European Conference on Educational Research (ECER), Presentation: Research Tools in Teacher Education, Hamburg, Germany, September 2019
- Cultural-Historical Approaches to Children’s Development and Childhood (CHACDOC) conference, Presentation: Contradictions in Children Centre Service Provision, Bergen, Norway, May 2019
- European Conference on Educational Research (ECER), Presentation: Learning to Teach: ‘It’s like my whole life is before me’, Bolzano, Italy, September 2018
- Association for Teacher Education in Europe (ATEE), Presentation: How do teacher educators view practical knowledge in relation to the theory and practice gap? Gavle, Sweden, August 2018
- Teacher Education Advancement Network (TEAN) Annual Conference, Keynote Presentation: Embracing contradiction as a way of promoting the importance of the teacher educator role, Aston University, Birmingham, UK, May 2018
- Association for Teacher Education in Europe (ATEE) Annual Conference, Presentation: Learning to teach: teacher educators working with teachers as learners, Dubrovnik, Croatia, September 2017
- International Society for Cultural and Activity Theory Research (ISCAR), Presentation: Developing new tools for teacher educators: the changing school mentor role, Quebec City, Canada, August 2017
- Association for Teacher Education in Europe (ATEE) Annual Conference, Presentation: Extending the Teacher Educator Role: Developing New Tools for Working with School Mentors, Fontys University of Applied Sciences, Eindhoven, The Netherlands, August 2016
- American Educational Research Association (AERA), Presentation: A Scholarship Focus to School-Based Teacher Education: Working with Diverse Student Communities, Washington D.C., USA, April 2016
- ethnographic and case study research
- student teachers' learning
- Cultural Historical Activity Theory (CHAT) framework
- Sociocultural perspectives (drawing on Vygotsky, Leontev, Engestrom, Cole and Wertsch)
- school subject departments as places of learning
- school/university teacher education partnerships