Current research
Teacher education: a case of spatial justice?
Exploring how the ITT Market Review in England has changed the landscape of teacher education provision: with particular emphasis on how rural, remote and coastal communities are losing access to locally-informed provision. Does it matter where you train to teach? What's the impact on local communities?
Teacher education in the favelas of Rio de Janeiro
How can teacher education support communities whose access to education has been significantly affected by the pandemic? This research project explores inspiring collaborations between schools, communities and universities designed to support education provision in areas that need it most.
Previous research activities include:
Understanding Quality at Scale in Initial Teacher Education:
UNESCO report that 68.8 million teachers will be needed to meet Sustainable Development Goal 4 by 2030 and highlight the serious lack of quality teacher training to meet this need. High quality teachers have a significant effect on student achievement (Rand 2012), but much research on teacher education tends to be based on individual programmes, and can be inward-looking and parochial (see Menter, 2017). Additionally, new and alternative providers are changing the landscape of teacher education provision. This project explores the question: "What are the features of high-quality, large-scale initial teacher education provision?" and draws upon an international comparison of five large scale ITE providers across 5 nations.
Founding Director of the Centre for Teacher and Early Years Education:
Our purpose is to bring together academics, teacher educators and practitioners from the IOE and across China, in order to generate effective and sustainable change in Chinese early years practice.
Find out more about the Centre and our activities here:
https://www.ucl.ac.uk/ioe/departments-and-centres/centres/centre-teacher-and-early-years-education
Former Co-Chair of International Geographical Union – Commission for Geography Education
Former Chair of GEReCo
Access the Geography Education Research Collective (GEReCo) at http://gereco.org/
UNESCO report that 68.8 million teachers will be needed to meet Sustainable Development Goal 4 by 2030 and highlight the serious lack of quality teacher training to meet this need. High quality teachers have a significant effect on student achievement (Rand 2012), but much research on teacher education tends to be based on individual programmes, and can be inward-looking and parochial (see Menter, 2017). Additionally, new and alternative providers are changing the landscape of teacher education provision. This project explores the question: "What are the features of high-quality, large-scale initial teacher education provision?" and draws upon an international comparison of five large scale ITE providers across 5 nations.
Founding Director of the Centre for Teacher and Early Years Education:
Our purpose is to bring together academics, teacher educators and practitioners from the IOE and across China, in order to generate effective and sustainable change in Chinese early years practice.
Find out more about the Centre and our activities here:
https://www.ucl.ac.uk/ioe/departments-and-centres/centres/centre-teacher-and-early-years-education
Former Co-Chair of International Geographical Union – Commission for Geography Education
Former Chair of GEReCo
Access the Geography Education Research Collective (GEReCo) at http://gereco.org/
Recent consultancy activities include:
Strengthening Pre-Service Teacher Education in Myanmar (January 2018 to June 2018 – value $200 USD)
UNESCO in collaboration with the Ministry of Education in Myanmar, 2018
Internal review of Education Faculty and teacher education provision, Kingston University, 2018
Scaling up ITE Provision, Queen Rania Teacher Academy, Jordan, 2018
Global Teacher Passport Concept Note, Varkey Foundation, 2017
Developing Online learning programmes, Nazarbayev Intellectual Schools, Centre of Excellence, Kazakhstan, 2016
UNESCO in collaboration with the Ministry of Education in Myanmar, 2018
Internal review of Education Faculty and teacher education provision, Kingston University, 2018
Scaling up ITE Provision, Queen Rania Teacher Academy, Jordan, 2018
Global Teacher Passport Concept Note, Varkey Foundation, 2017
Developing Online learning programmes, Nazarbayev Intellectual Schools, Centre of Excellence, Kazakhstan, 2016
