Dr Hazel R. Hagger[back]

As the former Director of Graduate Studies (Professional Courses), Hazel had responsibility for the PGCE Course and for the Department's work in Continuing Professional Development.

Hazel taught on the Professional Development strand of the PGCE programme, and still retains a particular interest in how beginning teachers learn. Hazel has supervised teachers and other professionals carrying out research on various aspects of professional learning and development. The research foci of her most recent doctoral students included: peer tutoring in higher education; the experience of the first year of teaching; induction into the police force; facilitating and inhibiting factors for academics engaging in educational enquiry; the consultation practice of emergency nurse practitioners.

She has lectured extensively in the UK and abroad on teacher education and development.

She has recently been appointed Adjunct Senior Research Fellow at Auckland University and is an Executive member of UCET.

Hazel's research interests are in mentoring, partnerships between schools and HEIs, and the nature, acquisition and development of professional knowledge and expertise. Externally funded research projects of which she has been director or co-director include:

• Improving writing across the curriculum: a collaborative study (1998-2000)
• Mentoring in schools (1993-1995): a collaborative project with five other universities
• The Induction of Newly Qualified Teachers (1992-1995)

She was also co-director of the Developing Expertise of Beginning Teachers (DEBT) project, conducted jointly with researchers from the University of Cambridge. This was a longitudinal study tracking beginning teachers through training, induction and their second year in post. Working initially with 36 student teachers, it is guided by two questions: What do beginning teachers learn? How do they learn those things?

Hazel is currently collaborating with Lars Malmberg in a research project entitled Teaching Every Lesson looking into teacher's self-efficacy.

• 'Learning teaching from teachers: realising the potential of school-based teacher education', Open University Press, 2006 (with D. McIntyre)
• 'Starting points: student teachers' reasons for becoming teachers and their preconceptions of what this will mean'. European Journal of Teacher Education (2004), 27(3), pp. 245-264 (with M. Younger, S Brindley and D Pedder)
• 'The complex development of student teachers' thinking', accepted for publication in autumn (2003) issue of Teachers and Teaching: theory and practice (with K. Burn, T. Mutton and T. Everton)
• 'What Can Research Tell us about Teacher Education?', Oxford Review of Education (2000), 23(3&4), pp. 483-494 (with D. McIntyre)
• 'Beyond Concerns with Self: the sophisticated thinking of beginning student teachers', Journal of Education for Teaching (2000), 26(3), pp. 259-278 (with K. Burn and T. Mutton)
• 'Facilitating Student Teachers' Access to Experienced Teachers' Craft Knowledge' in D. McIntyre (ed) (1997) Research Studies in Teacher Education: Investigations within the Oxford Internship Scheme, Paul Chapman Publishing
• Mentors in Schools: Developing the Profession of Teaching, London: Fulton (1996) (with D. McIntyre, editors)
• 'Mentoring: Challenges for the Future' in D. McIntyre & H. Hagger (Eds.) Mentors in Schools: Developing the Profession of Teaching, London: Fulton (1996) (with D. McIntyre)
• Mentoring in Initial Teacher Education: A synthesis of five research studies, London: The Paul Hamlyn Foundation (1994) (with D. McIntyre)
• Mentoring: Perspectives on School-based Teacher Education, London: Kogan Page (1993) (with D. McIntyre and M. Wilkin, editors)
• The School Mentor Handbook, London: Kogan Page (1993) (with K. Burn and D. McIntyre)
• 'Teachers' Expertise and Models of Mentoring', in McIntyre,D., Hagger, H. & Wilkin, M. (Eds.) Mentoring: Perspectives on School-based Teacher Education, London: Kogan Page (1993) (with D. McIntyre)