School of Education

Visiting address
002 Cedar, Froebel
Contact

Phone: +44 (0)20 8392 8162

Biography

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:

https://www.palgrave.com/gp/book/9781137268679  

I am the director of the Research Group TALIS (Teaching and Learning in Schools) at the University of Roehampton. I am also a member of the Research Centre 'Research in Inequalities, Societies and Education' (RISE), and 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.

Recent Presentations

  • 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

  • Cultural Historical Activity Theory SIG, Presentation: Creating Expansive Learning Opportunities in Schools, UCL Institute of Education, London, UK, November 2015

  • British Educational Research Association (BERA), Presentation: A new research agenda for teacher education: the value of a partnership approach to classroom-based research, Queen's University, Belfast, UK, September 2015

  • Association for Teacher Education in Europe (ATEE) Annual Conference, Presentation: Contradictions in the Theory of Student Teacher Learning, University of Glasgow, UK, August 2015

  • The Asian Conference on Education & International Development (ACEID), Presentation: A Research-Based Agenda for Teacher Education: Developing Differential Teaching Practices, Osaka, Japan, March 2015

  • Universities' Council for the Education of Teachers (UCET) Annual Conference, Presentation: Student Teachers in School Practice: A research-based agenda for teacher education, Birmingham, UK, November 2014

  • International Society for Cultural and Activity Theory Research (ISCAR), Presentation: Differentiation Practices of Five Teachers Working with the Same Class, Sydney, Australia, September 2014

  • European Conference on Educational Research (ECER), Presentation: Student Teachers Researching Learner Diversity In School Classrooms: A Research-Based Agenda For Teacher Education, Porto, Portugal, September 2014

  • Association for Teacher Education in Europe (ATEE), Presentation: Addressing learner diversity in school classrooms: differentiated teaching in England and USA, Budapest, Hungary, April 2014

  • Higher Education Academy (HEA) Education Event, Curriculum challenge: being a curriculum thinker, Presentation: Changing Partnerships in Teacher Education: Researching school practice, University of East London, UK, April 2014

  • European Conference on Educational Research (ECER), Presentation: Differentiation in the Secondary School Classroom: One Class's Experience of Five Teachers, Istanbul, Turkey, September 2013

  • The Social Psychology of the Classroom International Conference, Presentation: The differentiation practices of five teachers working with the same class, University of Auckland, New Zealand, July 2013

  • Teacher and Teacher Education Research Group, Presentation: The role of the change laboratory in school-based teacher education: New forms of partnership, skills and dispositions, University of Strathclyde, Scotland, May 2013

  • Association for Teacher Education in Europe (ATEE), Presentation: Addressing diverse learning needs: differentiation behaviours of five teachers towards the same class of students, Riga, Latvia, May 2013

  • American Educational Research Association (AERA), Presentation: Tensions in the Teaching-Research Nexus: Advice from the Professors in a University Social Sciences Department, San Francisco, USA, April 2013

  • Cass School of Education and Communities Research Seminar, Presentation: Researching teacher education using Cultural Historical Activity Theory, University of East London, UK, March 2013

Doctoral Supervision

  • 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

Qualifications

BA, MA, MSc, NPQH, DPhil

Research projects

 

  • Project Leader: ‘What are teachers’ perceptions of pupil needs as input for their differentiated classroom practices?’ research funded by the Centre of Research in Society and (In)Equalities (RISE) seed corn funding, January 2018

  • Project Leader: ‘Promoting understanding of the work of multi-professional teams in children’s centres: tackling disparate discourses’, research funded by The Southlands Methodist Trust, July 2017  

  • Project Leader: 'Differentiated teaching in the UK and USA' research funded by a Santander scholarship grant, July 2016  

  • Project Leader: 'Developing the Role of the Teacher Educator' research funded by a Santander scholarship grant, May 2015

  • Project leader: 'Addressing learner variety in school classrooms: differentiated teaching in the UK and USA' research funded by a Santander Scholarship and Mobility award, August 2013

  • Project Leader: 'Differentiation in Secondary School Classrooms (DISSC)' research funded by a grant from the CEREPP Research Pump-Priming Fund, January 2013

  • Project Leader: 'Developing student opportunities for globalized education initiatives: Service learning' research funded by a Santander travel research bursary, May 2012

  • Project leader: 'Student teacher learning opportunities in the primary school setting', research funded by The Centre for Educational Research in Equalities, Policy and Pedagogy, June 2010

  • Research for the Roehampton University Certificate (200 hours): Understanding Education professors' perspectives on the relationship between teaching and learning and research at Roehampton University, September 2009 - September 2010

  • Teaching and Teacher Education Group (OUDE) research into Teacher Education job advertisements, July - November 2008

  • Researcher for the Nuffield Review of 14 - 19 Education and Training (reporting to the Lead Director, Professor Richard Pring) October 2007 - April 2008 (one day a week)

  • Research work undertaken for article: Making Teaching a 21st Century Profession - Tony Blair's Big Prize, by John Furlong (Director, OUDE), 2008

  • Data analysis tasks undertaken at Oxford University for the Developing Expertise of Beginning Teachers (DEBT) Project, a 3 year longitudinal study run jointly with researchers from the University of Cambridge to investigate teachers' professional learning, 2007

  • Technical Research Assistant (video conferencing with Oxford, Portugal and Brazil) for preparing a book titled: New Directions for Situated Cognition in Mathematics Education, Anne Watson and Peter Winbourne (eds.) 2006

  • Project Manager (reporting to Chris Davies, OUDE) for an E-Learning Project (funded by the Teaching and Development Agency for Schools (TDA)) exploring how video conferencing can be used to support the development of an online learning community for students in teacher education. September 2005 - February 2006

  • Internship on the Nuffield Review of 14 - 19 Education and Training, January 2005

  • Research studentship (2004-2009) awarded by the University of Oxford, Department of Education: How do secondary school subject departments contribute to the learning of student teachers?

 

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