Department of Education

Jane McNicholl

Associate Professor

College Affiliation: St Hugh's College

Following a degree in biochemistry and a PhD in Biochemical Genetics, Dr. Jane McNicholl completed a PGCE at the University of Oxford before teaching science in Northamptonshire secondary schools.

Jane’s involvement in science teacher education began when she studied for an MSc in Educational Research Methodology at the University of Oxford. She began teaching on the PGCE course there and in 2006, she was appointed as a Lecturer in Science Education. Main research interest involves science teachers’ professional knowledge and the ways in which this is developed in and by different contexts, drawing upon socio-cultural theoretical perspectives.

  • Subjects Taught

    MSc Learning and Teaching

    MSc Teacher Education

Publications:

  • Books

    • Kruger, C, Summers, M, Mant, J, Childs, AC, McNicholl, J (1998) Teaching energy and energy efficiency effectively. Hatfield: ASE.

  • Book chapters

    • McNicholl, J, Childs, A (2010) “Taking a sociocultural perspective on science teachers' knowledge”, In: Cultural-Historical Perspectives on Teacher Education and Development: Learning Teaching. 45-62
      DOI: http://doi.org/10.4324/9780203860106

  • Journal articles

    • Ellis, V, McNicholl, J, Blake, A, McNally, J (2014) “Academic work and proletarianisation: A study of higher education-based teacher educators”, TEACHING AND TEACHER EDUCATION. 40 33-43.
      DOI: http://doi.org/10.1016/j.tate.2014.01.008

    • Childs, A, Burn, K, McNicholl, J (2013) “What influences the learning cultures of subject departments in secondary schools? A study of four subject departments in England”, Teacher Development.

    • Ellis, V, Glackin, M, Heighes, D, Norman, M, Nicol, S, Norris, K, Spencer, I, McNicholl, J (2013) “A difficult realisation: the proletarianisation of higher education-based teacher educators”, JOURNAL OF EDUCATION FOR TEACHING. 39(3) 266-280.
      DOI: http://doi.org/10.1080/02607476.2013.799845

    • McNicholl, J, Ellis, V, Blake, A (2013) “Introduction to the special issue on the work of teacher education: policy, practice and institutional conditions INTRODUCTION”, JOURNAL OF EDUCATION FOR TEACHING. 39(3) 260-265.
      DOI: http://doi.org/10.1080/02607476.2013.799844

    • McNicholl, J, Blake, A (2013) “Transforming teacher education, an activity theory analysis”, JOURNAL OF EDUCATION FOR TEACHING. 39(3) 281-300.
      DOI: http://doi.org/10.1080/02607476.2013.799846

    • McNicholl, J (2013) “Relational agency and teacher development: a CHAT analysis of a collaborative professional inquiry project with biology teachers”, EUROPEAN JOURNAL OF TEACHER EDUCATION. 36(2) 218-232.
      DOI: http://doi.org/10.1080/02619768.2012.686992

    • McNicholl, J, Childs, A, Burn, K (2013) “School subject departments as sites for science teachers learning pedagogical content knowledge”, Teacher Development. 17(2) 155-175.
      DOI: http://doi.org/10.1080/13664530.2012.753941

    • McNicholl, J, Childs, A, Burn, K (2013) “School subject departments as sites for science teachers learning pedagogical content knowledge”, Teacher Development.

    • Childs, A, Burn, K, McNicholl, J (2013) “What influences the learning cultures of subject departments in secondary schools? A study of four subject departments in England”, Teacher Development. 17(1) 35-54.
      DOI: http://doi.org/10.1080/13664530.2012.753945

    • Ellis, V, McNicholl, J, Pendry, A (2012) “Institutional conceptualisations of teacher education as academic work in England”, TEACHING AND TEACHER EDUCATION. 28(5) 685-693.
      DOI: http://doi.org/10.1016/j.tate.2012.02.004

    • Ellis, V, McNicholl, J, Pendry, A (2012) “Institutional conceptualisations of teacher education as academic work in England”, Teaching and Teacher Education. 28(5) 685-693.
      DOI: http://doi.org/10.1016/j.tate.2012.02.004

    • Mcnicholl, J, Childs, A (2007) “Understanding the relationship between subject content knowledge and pedagogy through the analysis of classroom discourse”, International Journal of Science Education. 29(13) 1629-1653.

    • Childs, A, McNicholl, J (2007) “Investigating the relationship between subject content knowledge and pedagogical practice through the analysis of classroom discourse”, INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 29(13) 1629-1653.
      DOI: http://doi.org/10.1080/09500690601180817

    • Childs, A, McNicholl, J (2007) “Science teachers teaching outside of subject specialism: Challenges, strategies adopted and implications for initial teacher education”, Teacher Development. 11(1) 1-20.
      DOI: http://doi.org/10.1080/13664530701194538

    • Hayward, G, McNicholl, J (2007) “Modular mayhem? A case study of the development of the A‐level science curriculum in England”, Assessment in Education: Principles, Policy & Practice. 14(3) 335-351.
      DOI: http://doi.org/10.1080/09695940701591966

    • Mutton, T, Mills, G, McNicholl, J (2006) “Mentor skills in a new context: working with trainee teachers to develop the use of information and communications technology in their subject teaching”, Technology, Pedagogy and Education. 15(3) 337-352.
      DOI: http://doi.org/10.1080/14759390600923840

    • Mcnicholl, J, Halai, N “Teachers’ conceptions of the nature of science: a comparative study from Pakistan and England”, School Science Review. 86(314) 93-100.

  • Other

    • Mcnicholl, J, Childs, A (2006) Teacher Education for the Twenty-first Century. The UWI Quality EDucation Forum, 12, Kingston, Jamaica: The Office of the Board for Undergraduate Studies.

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