Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.
He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).
Ian Thompson is an Associate Professor of English Education at the Department of Education and Director of the PGCE course. He is joint convenor of the Oxford Centre for Sociocultural and Activity Theory Research (OSAT) and a Fellow of St. Hugh’s College. He is also a member of the university’s English Faculty. Ian is currently co-PI on the £2.55 million ESRC funded project Excluded Lives: the Political Economies of School Exclusion and their Consequences.
After completing English Literature degrees at the Universities of Leicester and Victoria (Canada) Ian worked as a journalist, lecturer and theatre director. He then taught English for sixteen years in comprehensive secondary schools. Ian studied part time at the University of Bristol and completed his PhD in Education in 2010.
Ian was appointed to his post at the University of Oxford in 2011 where he teaches on the PGCE English course and on the MSc in Learning and Teaching. Ian also supervises several DPhil students. Ian has been PI and co-investigator on several mixed methods and qualitative research projects. These projects include: Collaboration for Teaching and Learning; The Effectiveness of Arts Based Approaches in Engaging with Disaffected Young People; and Disparities in School Exclusion across the UK. He was a core member of the recent BERA Commission for Poverty and Policy Advocacy. In his current research, Ian focuses on English pedagogy, school exclusion, initial teacher education, learning, and social justice in education from a Vygotskian and cultural historical theoretical perspective.
He publishes widely in the fields of cultural historical research, social justice in education, English education, and initial teacher education. Ian is currently Vice-President of the International Society for Cultural-Historical Activity Research.
Gary supervises students on the Masters in Learning and Teaching course and has been a Curriculum Tutor for the PGCE English course.
He was Head of English at Impington Village College, Cambridge before undertaking doctoral research at the Institute of Education in London. Since then, he has continued to teach A Level and IB English part-time, whilst working in a variety of other roles – as the editor of Teaching English (the magazine of the National Association for the Teaching of English); as a Curriculum Tutor at the Universities of Oxford and Cambridge; as a provider of teacher INSET for A Level and IB English Literature; and as a curriculum developer and consultant for the International Baccalaureate Organisation and other exam boards.
His doctoral research investigated conceptions of English as a discipline, focusing on students’ and lecturers’ attitudes to the subject, and their approaches to teaching and learning, at A Level and in HE. He continues to be interested in the history and theory of English as a discipline, and the ways in which tensions resulting from this history manifest themselves in attitudes and approaches of teachers and students in post-16 classrooms in schools and universities. He has a particular interest in the teaching of poetry, and of English in the sixth form.
Nigel is Associate Professor of Learning, Teaching and Values, and is Director of the Masters in Learning and Teaching.
His research broadly encompasses the pedagogical implications of collaborative working, inter-disciplinarity, and intersecting knowledge-practices, and particularly:
- Conflicting epistemological and ethical demands across professional and educational practices, such as building research capacity in teacher education
- Research and schools, i.e. how and why teachers engage in and with research, such as the use of attachment theory in schools
- Religions and schools, notably around curriculum, schooling, ethics and freedom of belief, such as argumentation in religious education and science
Besides teaching on the MLT, he also teaches on the PGCE (in religious education) and on various research degrees, notably for a module on the Philosophy of Educational Research.
Current professional associations: Association of University Lecturers in Religion and Education; British Education Research Association; European Network for Religious Education through Contextual Approaches; International Seminar for Religious Education and Values; Philosophy of Education (Great Britain) Society.
He is on the editorial board of Journal of Beliefs and Values, and also reviews for British Journal of Religious Education, Journal of Contemporary Religion, Oxford Review of Education, and Teachers and Teacher Education.
CONSULTANCY: Nigel welcomes consultancy work with schools, educational organisations and governments, and has carried out projects around the world, notably in Bhutan, India and Lebanon.
Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.
She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.
Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.
Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.
She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).
She was awarded the Cambridge Journal of Education 2016 Best Paper prize.
Trevor Mutton is an Associate Professor at the Department of Education. He is Director of Professional Programmes and also Director of the Oxford Education Deanery.
Trevor teaches on the Modern Languages PGCE programme and also teaches and supervises on the part-time MSc in Learning and Teaching, and the MSc Teacher Education, as well as supervising doctoral students whose research focuses on aspects of teacher education and teachers’ professional learning. He has worked at the Department of Education since 1997, having previously been Head of Modern Languages at one of the Department’s partnership schools. His principal research interests are in the fields of initial teacher education, teacher education policy and teachers’ continued professional learning.
Nicole completed her BA in English and History and Graduate Diploma in Education at the University of New South Wales in Australia. She then completed her Masters in Education through the Open University.
Nicole has been working in secondary education both in the UK and Australia since 2001. She was a Teacher of English in both countries and was a mentor for PGCE interns in one of our partner schools before joining the department in 2011.
Nicole is the lead tutor for the PGCE in English and is a General Tutor. She is also a supervisor on the MSc Learning and Teaching. Nicole is interested in literacy across the curriculum, the impact of attachment awareness on children in care in schools and literature within the English curriculum.
She is currently conducting research at doctoral level on the cultures of secondary school English departments. Her supervisors are Dr Ian Thompson and Dr Velda Elliott.
Katharine is an Associate Professor of Education and coordinator of the Oxford Education Deanery: a multi-strand partnership with schools, focused on the development of teachers’ research engagement through initial teacher education, early career professional learning and collaborative university/school research projects.
She teaches on the PGCE History programme and on the MSc in Learning and Teaching as well as supervising Master’s and doctoral students in the fields of history education and teacher education (both policy and practice) at all career stages.
Katharine taught history for ten years in state secondary schools in Oxford and retains a strong commitment to history education as Deputy President of the Historical Association and as co-editor of its professional journal, Teaching History. She is also a Fellow of the Schools History Project. For the last ten years she has been responsible (with Rebecca Harris, of Reading University) for an annual survey of history teaching in England, conducted on behalf of the Historical Association. She is particularly passionate about ensuring history for all young people and about supporting teachers’ continued engagement with historical scholarship and is currently exploring how the’ knowledge exchange and impact agenda’ is being harnessed to support sustained subject-rich CPD for teachers.
Katharine became interested in teachers’ professional learning through adopting an action research approach to the development of mentoring strategies in the early years of the Oxford Internship programme and her doctoral research later examined the Internship principle of learning to teach as ‘process of hypothesis-testing’. She was Research Officer for a 3-year longitudinal study of beginning teachers’ learning and has since been involved in a range of projects looking at different aspects of teacher education policy and practice, including comparative studies. She contributed to the BERA-RSA Inquiry into the Role of Research in Teacher Education and represented BERA at presentations of the final report in the US and Australia.
Her current role coordinating the work of the Oxford Education Deanery has inspired new interests in teachers’ use of research and she is working collaboratively with local teachers on a participatory study of the role of Research Champions in schools.
Deputy President of the Historical Association since June 2018
Robert is Associate Professor in Applied Linguistics and lead tutor for the Modern Languages PGCE course. His main research interests centre on instructed foreign language learning and teaching, particularly in school settings. He is interested in particular in the development of reading skills and strategies, the role of phonology in reading and the teaching of phonics. He is passionate about building stronger links between research and classroom practice, and is a team member of the NCELP (National Centre for Excellence for Language Pedagogy).
Robert teaches and supervises on the PGCE, MSc ALSLA, MSc ALLT, Masters in Learning and Teaching and doctoral programmes. He is a member of the Applied Linguistics, Teaching and Teacher Education and Subject Pedagogy research groups.
Robert obtained an Honours degree in Modern Languages (French and German), an MPhil in General Linguistics and Comparative Philology, an MSc in Applied Linguistics and Second Language Acquisition, an MSc in Educational Research Methods and a DPhil in Applied Linguistics at the University of Oxford. After completing a PGCE in Modern Languages at the University of Sheffield in 1998, he worked as a secondary school teacher of French, German and Outdoor Education before joining the department in 2007.
Robert would particularly welcome doctoral applications from students interested in the following topics:
- The learning and teaching of foreign languages in instructed settings, particularly in respect of reading skills and strategies, phonology and motivation.
- Teaching phonics in a foreign language context
- The development of second language (L2) phonological decoding (print-to-sound conversion) in learners of a range of different L2s and with a range of L1 backgrounds
- The impact of L2 phonological decoding on other aspects of L2 learning, such as vocabulary acquisition, reading comprehension, motivation, listening comprehension and speaking.
- The learning and teaching of Chinese as a Foreign Language