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Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
    • Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
    • Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education.  21(1)  5-11.
      DOI: http://doi.org/10.1080/10476210050020318
    • Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education.  18(1)
      DOI: http://doi.org/10.15663/wje.v18i1.133
  • Reports
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
    • MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
    • MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
    • Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
    • Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).

Terezinha Nunes is Emeritus Professor of Educational Studies and a Fellow of Harris-Manchester College.

She started her career as a clinical psychologist in Brazil and moved to a research career by obtaining a doctorate in Psychology at City University of New York, where she was supported by a Fulbright Scholarship.

Her work spans the domains of children’s literacy and numeracy, including both hearing and deaf children’s learning, and her focus of analysis covers cognitive and cultural issues, with a special interest in educational applications. Her work on “street mathematics” in Brazil uncovered many features of children’s and adults’ informal knowledge, and her subsequent work in the U.K. investigates how this informal knowledge can be used in education. Her literacy research focuses on the connections between morphological awareness, spelling and vocabulary growth. In 2017 she was awarded the Hans Freudenthal award for innovative and influential research in mathematics education, by the International Union of Mathematicians. In 2018 she received a Doctor Honoris Causa from the University of Szeged, Hungary.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing  a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

 PGCE Religious Education (Subject lead)

  • Masters in Learning and Teaching (Subject lead)
  • Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

 

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

 

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

 

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

 

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

 

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

 

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.

 

Publications

  • Featured Publications
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
  • Books
    • Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
    • Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings.  Singapore: Springer Nature.
      DOI: http://doi.org/10.1007/978-981-10-3929-4
    • Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
  • Book chapters
    • Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In:  Teacher Education Policy and Research.  Springer Singapore. 1-10
      DOI: http://doi.org/10.1007/978-981-16-3775-9_1
    • Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In:  Teacher Education Policy and Research.  Springer Singapore. 209-223
      DOI: http://doi.org/10.1007/978-981-16-3775-9_15
    • Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
    • MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study.  Bloomsbury Academic.
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In:  Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives.  Springer.
      DOI: http://doi.org/10.1007/978-3-319-24139-5_9
    • MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education.  Springer.
      DOI: http://doi.org/10.1007/978-981-10-0366-0
    • Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In:  International Handbook of Teacher Education: Volume 1.  453-486
      DOI: http://doi.org/10.1007/978-981-10-0366-0_12
    • MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers.  Academia.
    • MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research..  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-3-642-36970-4
    • MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
      DOI: http://doi.org/10.4324/9780203817551
    • Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In:  Preparing Teachers for the 21st Century.  Springer Berlin Heidelberg. 39-52
      DOI: http://doi.org/10.1007/978-3-642-36970-4_3
    • MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/978-94-007-0545-6
    • Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In:  New Understandings of Teacher’s Work.  Springer Netherlands. 137-150
      DOI: http://doi.org/10.1007/978-94-007-0545-6_9
    • MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences.  Sense Pub.
    • Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In:  The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework.  Springer Science & Business Media.
      DOI: http://doi.org/10.1007/1-4020-3346-X
    • Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design.  Springer Netherlands. 95-112
      DOI: http://doi.org/10.1007/1-4020-3346-x
    • MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice.  Springer Science & Business Media. 99-114
  • Journal articles
    • Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
    • MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education.  Taylor & Francis (Routledge).
      DOI: http://doi.org/10.1080/02619768.2020.1832987
    • Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.  46(1)  177-200.
      DOI: http://doi.org/10.1007/s13384-018-0294-7
    • Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education.  1-12.
      DOI: http://doi.org/10.1080/1359866X.2019.1669137
    • MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96
    • MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
      DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305
    • Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education.  42(10)  71-92.
      DOI: http://doi.org/10.14221/ajte.2017v42n10.5
    • Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER.  42(3)  273-298.
      DOI: http://doi.org/10.1007/s13384-014-0163-y
    • MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
    • MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
      DOI: http://doi.org/10.1080/02607476.2014.956536
    • Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER.  41(4)  425-443.
      DOI: http://doi.org/10.1007/s13384-013-0140-x
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(2)  123-125.
      DOI: http://doi.org/10.1080/1359866X.2013.777326
    • Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(4)345-349.
      DOI: http://doi.org/10.1080/1359866X.2013.840945
    • Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  41(1)  1-6.
      DOI: http://doi.org/10.1080/1359866X.2012.753670
    • Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(2)79-81.
      DOI: http://doi.org/10.1080/1359866X.2012.672152
    • Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(1)  1-3.
      DOI: http://doi.org/10.1080/1359866X.2012.644508
    • Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING.  38(3)  295-307.
      DOI: http://doi.org/10.1080/02607476.2012.668330
    • Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  40(4)  343-345.
      DOI: http://doi.org/10.1080/1359866X.2012.724764
    • Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(2)  79-82.
      DOI: http://doi.org/10.1080/1359866X.2011.562863
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)  281-291.
      DOI: http://doi.org/10.1080/1359866X.2011.615115
    • Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(4)277-279.
      DOI: http://doi.org/10.1080/1359866X.2011.615114
    • Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING.  37(3)  247-260.
      DOI: http://doi.org/10.1080/02607476.2011.588011
    • Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(1)  1-2.
      DOI: http://doi.org/10.1080/1359866X.2011.542606
    • Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  39(3)  177-182.
      DOI: http://doi.org/10.1080/1359866X.2011.588592
    • Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION.  38(4)  249-253.
      DOI: http://doi.org/10.1080/1359866X.2010.516423
    • Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education.  34(1)  57-71.
      DOI: http://doi.org/10.1080/13598660500480142
    • MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
    • Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy.  11(3)  231-246.
      DOI: http://doi.org/10.1080/17408980600986298
    • Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education.  33(2)  159-179.
      DOI: http://doi.org/10.1080/13598660500121977
    • MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
    • Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education.  14(1)  83-104.
      DOI: http://doi.org/10.1080/10476210309386
    • Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
    • Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education.  14(1)  69-82.
      DOI: http://doi.org/10.1080/10476210309389
    • Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review.  3(1)  69-82.
      DOI: http://doi.org/10.1007/bf03024922
    • Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education.  30(2)  181-195.
      DOI: http://doi.org/10.1080/13598660220135685
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