Steven is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.
Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire. He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.
His research interests focus on teacher education and geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). Current projects include research on climate change education, and the geographies of digital technologies and their roles in teachers’ curriculum making, exploring the journeys through which information travels into school classrooms. He co-leads the ‘Ordered Human Project’ which, as a sister project of the Durham/Oxford ‘Ordered Universe Project’, is exploring Robert Grosseteste’s philosophy of education. He is also leading research into written lesson observation feedback in ITE, asking how ‘good teaching’ is discursively constructed through mentors’ written lesson observation feedback.
Steve serves on the editorial board of the journal Geography, regularly acts as a reviewer for a number of journals, and is a subject expert (Geography) for Ofqual.
- (Forthcoming) Geographies of digital technologies and their roles in knowledge recontextualisation and curriculum making, in Walshe, N. (ed.) Geography education in the digital world, Abingdon: Routledge. Chapter 3.
- 2020 Cunningham, J. and Puttick, S. (eds.) Robert Grosseteste’s Theories of Education: the Ordered Human, Abingdon: Routledge.
- 2020 Puttick, S. Knowledge and Virtue: reordering humans in Robert Grosseteste’s philosophy of education, in Cunningham, J. and Puttick, S. (eds.) Robert Grosseteste’s Theories of Education: the Ordered Human, Abingdon: Routledge. Chapter 5.
- 2020 Puttick, S. Taking Burgess out of the bin, Teaching Geography, pp.6-7.
- 2020 Puttick, S. and Gee, N. Thriving Subject Departments, in Capel, S., Leask, M. and Younie, S. (eds.) Thriving and Surviving in the Secondary School, Abingdon: Routledge. Chapter 4.
- 2019 Puttick, S., Hill, Y., Beckley, P., Farrar, L., Luby, A. and Hounslow-Eyre, A. Liminal spaces around primary schools in predominantly white working-class areas in England, Ethnography & Education. pp.1-18. DOI:10.1080/17457823.2018.1564062
- 2018 Beginning teachers’ positionalities as knowers in secondary school subject departments, British Educational Research Journal. 44(1), pp.25-42.
- 2018 Puttick, S., Paramore, J. and Gee, N. A critical account of what ‘geography’ means to primary trainee teachers in England, International Research in Geographical and Environmental Education, 27(2), pp.165-178.
- 2018 Puttick, S., Bosher, L. and Chmutina, K. Disasters are not natural, Teaching Geography. 43(3), pp.118-120.
- 2017 ‘You’ll see that everywhere’: institutional isomorphism in secondary school subject departments, School Leadership & Management, 27(1-2), pp.61-79.
- 2017 Researching Geography Education, in Jones, M. (ed.) Secondary Geography Handbook, Sheffield: Geographical Association, Chapter 21.
- 2017 Trust me I’m a teacher, Teaching Geography, 42(2), pp.54-56.
- 2017 Should we only teach about real people and places?, Geography, 102(1), pp.26-32.
- 2017 Performativity, guilty knowledge, and ethnographic intervention, Ethnography & Education, 12(1), pp.49-63.
- 2016 An analysis of individual and departmental geographical stories, and their role in sustaining teachers, International Research in Geographical and Environmental Education, 25(2), pp.134-150.
- 2015 Chief Examiners as Prophet and Priest: relations between examination boards and school subjects, and possible implications for knowledge, The Curriculum Journal, 26(3), pp.468-487.
- 2014 Recontextualising knowledge for lessons, Teaching Geography, 40(1), pp.29-31.
- 2014 Beyond PGCE: A report on existing relations between OUDE and PGCE alumni, with suggestions for future development. Commissioned by Department of Education, University of Oxford
- 2014 Space-times of teachers’ journeys for knowledge, Teaching Geography, 39(3), pp.114-115.
- 2013 Looking at and looking along: a conceptual framework for teaching different perspectives in geography, International Research in Geographical and Environmental Education, 22(4), pp.353-366.
- 2013 GCSE Geography Revision: an action research project, Teaching Geography, 38 (1), pp.26-27.