Emeritus Professor Ian Menter

Ian is former President of BERA, 2013-2015. At OUDE he was Director of Professional Programmes and led the development of the Oxford Education Deanery.

Before moving to Oxford, Ian was Professor of Teacher Education at the University of Glasgow. Prior to that he held posts at the University of the West of Scotland (Dean of Education and Media), London Metropolitan University (Head of School of Education), University of the West of England and the University of Gloucestershire.

Ian was President of the Scottish Educational Research Association from 2005–07 and chaired the Research and Development Committee of the Universities’ Council for the Education of Teachers from 2008-11.  He is a Fellow of the Academy of Social Sciences and a Fellow of the Royal Society of Arts and is a Visiting Professor at the University of Nottingham, at Newman University, Birmingham, at Bath Spa University and Ulster University and is also an adjunct professor at Southern Cross University in Australia.

Publications

Books

  • Menter, I., Muschamp, Y., Nicholls, P., Ozga, J. with Pollard, A. (1997) Work and Identity in the Primary School: A Post-Fordist Analysis Buckingham: Open University Press
  • Menter, I., Brisard, E. and Smith, I. (2006) Convergence or Divergence?:  Initial teacher education in Scotland and EnglandEdinburgh: Dunedin Academic Press.
  • Menter, I. and Murray, J. (eds.) (2011) Developing Research in Teacher Education, London: Routledge.
  • Menter, I., Elliot, D.,  Hulme, M.,  Lewin, J. and Lowden, K. (2011) A Guide to Practitioner Research in Education, London: Sage.
  • The Teacher Education Group (2015) Teacher Education in Times of Change.  Bristol: Policy Press.

Recent research reports

  • 2009 Final Report Curriculum for Excellence Draft Experiences and Outcomes: Collection, analysis and reporting of data for Learning and Teaching Scotland (Menter, I., Baumfield, V., Hulme, M., Devlin, A., Ellott, D., Hall, J., Hall, S. and Lowden, K.)
  • 2010  ‘Teachers: formation, training and identity’ (A literature review for Culture, Creativity and Education) (Menter, I.)
  • 2010  Literature Review on Teacher Education in the 21stCentury, Edinburgh: The Scottish Government. (Menter, I.,Hulme, M., Elliot, D. and Lewin, J.)
  • 2010  Research to support Schools of Ambition: Final Report, Edinburgh: The Scottish Government (Menter, I., Hulme, M., Christie, D., Payne, F., Coutts, N., Robson, D. and Spratt, J.)
  • 2011  Research to support Schools of Ambition: Final Report, Edinburgh: The Scottish Government (Menter, I., Hulme, M., Christie, D., Payne, F., Coutts, N., Robson, D. and Spratt, J.)
  • 2011  The Glasgow West Teacher Education Initiative: A Clinical Approach to Teacher Education.  Evaluation Report. (Menter. I., Baumfield, V., Carroll, M., Dickson, B., Hulme, M., Lowden, K. and Mallon, W.)  University of Glasgow.
  • 2012  The Glasgow West Teacher Education Initiative: Evaluation of second phase.  Menter, I. and Lowden, K.  Glasgow: The University of Glasgow.
  • 2013 Raising and Sustaining Aspiration in City Schools, funded by Citi Foundation (Aexander, P., Edwrads, A., Fancourt, N. And Menter, I.)

Recent book chapters

  • Hulme, M. and Menter, I. (2015) ‘Performance measurement and accountability: some reflections on the developments in teacher education in England’ in Kuhlee, D., van Buer, J. and Winch, C. (eds.) Governance in Initial Teacher Education (ITE): a comparison of England and Germany, Springer/Verlag fur Sozialwissenschaften.
  • Menter, I., 2015. Teacher Education. In: James D. Wright (editor-in-chief), International Encyclopedia of the Social & Behavioral Sciences, 2nd edition, Vol 24. Oxford: Elsevier. pp. 51–55.
  • Menter, I. and McLaughlin, C. (2015) ‘What do we know about teachers’ professional learning?’ in McLaughlin, C., Cordingley, P., McLellan, R. and Baumfield, V. (eds.) Making a Difference – turning teacher learning inside out. Cambridge: University Press.  31-52.

Recent journal articles

  • Arnott, M and Menter, I. (2007) ‘The same but different?  Post-devolution regulation and control in education in Scotland and England’, European Educational Research Journal, 6, 3, 250-265.
  • Menter, I. (2008) Tradition, culture and identity in the reform of teachers’ work in Scotland and England: some methodological considerations’,  Pedagogy, Culture and Society, 16, 1, 57-69.
  • Menter, I. and Hulme, M. (2008) ‘Is small beautiful?: policy making in teacher education in Scotland’, Teachers and Teaching, 14, 4, 319 – 330.
  • Hulme, M. and Menter, I. (2008) ‘Learning to teach in post-devolution UK: a technical or an ethical process?’, Southern Africa Review of Education, 14, 1-2, 43-64 .
  • Menter, I., Hulme, M., Murray, J. et al (2008) ‘Mapping the field in teacher education research: methodology and issues in a research capacity-building initiative in teacher education in the United Kingdom’, European Educational Research Journal, 7, 4.
  • Christie, D. and Menter, I. (2009) ‘Research capacity building in teacher education: Scottish collaborative approaches’, Journal of Education for Teaching, 35, 4, 337-354.
  • Menter, I., Hulme, M et al (2010) ‘Teacher education research in the UK: the state of the art’, Revue Suisse des sciences de l’education, 32, 1, 121-142.
  • Kum, H., Menter, I. and Smyth, G. (2010) ‘Changing the face of the Scottish teaching profession – the experiences of refugee teachers’, Irish Educational Studies, 29, 3, 321-338.
  • Baumfield, V., Hulme, M., Livingston, K. and Menter, I. (2010) ‘Consultation and engagement? The reshaping of teacher professionalism through curriculum reform in 21st Century Scotland’, Scottish Educational Review, 42, 2, 57-73.
  • Menter, I. (2011) ‘Four ‘academic sub-tribes’ but one territory?  Teacher educators and teacher education in Scotland’, Journal of Education for Teaching, 37, 3, 293-308.
  • Menter, I. and Hulme, M. (2011) ‘Teacher education reform in Scotland: National and global influences’ Journal of Education for Teaching, 37,4, 387-397.
  • Hulme, M. and Menter, I. (2011) ‘South and North – Teacher education policy in England and Scotland: a comparative textual analysis’.  Scottish Educational Review, 43, 2, 70-90.
  • Menter, I. and Hulme, M. (2012) ‘Teacher education in Scotland – riding out the recession?’ Educational Research (Special Issue: Teacher education: the impact of the global recession), 54, 2, 149-60.
  • Menter, I. and Hulme, M. (i-First, May 2012) ‘Reviewing literature to inform policy: some complexities and tensions’ International Journal on Research Methods in Education  DOI: 10.1080/1743727X.2012.683572
  • Hulme, M., Menter, I. and McMahon, M. (i-First, July 2013) Accountability and accomplished teaching: Researching the chartered teacher programme in Scotland Irish Educational Studies  DOI:10.1080/03323315.2013.814748
  • Conroy, J., Hulme, M. and Menter, I. (2013) Developing a ‘Clinical’ Model for Teacher Education, Journal of Education for Teaching, 39, 5.
  • Childs, A. and Menter, I. (2013) Teacher education in the 21st Century in England: a case study in neo-liberal policy Revista Espanola de Educacion Camparada (Spanish Journal of Comparative Education) 22, 93-116. ISSN 1137-8654
  • AlMaamari, S. and Menter, I. (2013) Citizenship education: the perceptions of social studies Omani student teachers.  Journal of Educational and Psychological Studies – Sultan Qaboos University.  7, 4, 446-461.
  • Menter, I. (2014) Educational research – What is to be done?  British Educational Research Journal, 40, 2.
  • Menter, I. (2014) Scottish research in a global context – dependence, independence or interdependence? Scottish Educational Review. 46, 1, 19-31
  • Fancourt, N., Edwards, A. and Menter, I. (2015) Reimagining a School – University Partnership: The Development of the Oxford Education Deanery Narrative . Education Inquiry, 6, 3, 353-373.

Research and Professional Activity

Ian’s research interests are in teacher education and teachers’ work, with a particular interest in policy.  He has carried out a number of ‘home international’ comparative studies within the UK, including ESRC-sponsored initiatives and has led projects commissioned by the Scottish Government and The National College for School Leadership.  He led a research support team from OUDE working on the National College for Teaching and Leadership project, Closing the Gap – Test and Learn.  He was also Director of the Oxford City Council funded Leadership for Learning project, working in city primary schools.

Ian is a founding editor of Review of Education, a journal of the British Educational Research Association, launched in 2013.  He is series editor for Critical Guides for Teacher Educators, published by Critical Publishing.  He is a founder member of two UK-wide research groups, TEG (Teacher Education Group) and CAPeR-UK (Curricululum, Assessment and Pedagogy Reform across the UK), as well as the OUDE –led research group on Poverty and Teacher Education.  He was also a member of the steering group for the BERA-RSA Inquiry into Research and Teacher Education.

Category

  • Professor Emeritus

College affiliation

  • Kellogg College

Position

  • Emeritus Professor of Teacher Education

01865 274015