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Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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).

Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates. She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics  for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.

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.

Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of the Subject Pedagogy Research Group and the Director of Doctoral Research.

His research focuses on issues related to the meaningful engagement of students of all levels of education (including university students) in fundamental mathematical practices – notably reasoning-and-proving, problem solving, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, instructional interventions, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments).

His research projects have been supported by various funding bodies: the US National Science Foundation, the US Department of Education (Institute of Educational Sciences), and the Spencer Foundation.

He was a Guest Editor or co-Editor of three special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education (2013, vol. 45, pp. 333-495), a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education that was published in the International Journal of Educational Research (2014, vol. 64, pp. 63-168), and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics (2017, vol. 96, pp. 119-274). He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the International Journal of Educational Research and the Elementary School Journal. He is also an Advisory Board member of the International GeoGebra Institute.

He co-chaired or co-organised topic study groups or working groups at the 11th International Congress on Mathematical Education (Mexico, 2008), the 2nd International GeoGebra Conference (Austria, 2011), the 8th Congress of the European Society for Research in Mathematics Education (CERME) (Turkey, 2013), the 9th CERME (Czech Republic, 2015), the 13th International Congress on Mathematical Education (Germany, 2016), and the 10th CERME (Ireland, 2017). He is currently the leader of the topic working group on “argumentation and proof” at the 11th CERME to be held in Utrecht (the Netherlands, 2019).

He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.

Laura specialises in modern languages teacher education.

Before working with the department, she taught French and German in state secondary schools in Oxfordshire. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements.

Laura is the subject lead for the PGCE in modern languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education. Her recent research has focussed on: the use of the target language for instruction; explicit teaching of language learning strategies; students’ motivation for learning languages other than English; languages teachers’ professional learning needs and experiences; and formative language teacher evaluation.

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.

Dr Karen Skilling is a mathematics educator and researcher at the Department of Education, University of Oxford.

Her research interests include: student engagement and motivation in mathematics; teacher beliefs and practices for promoting student engagement; mathematics instruction across primary through to secondary years; integrated STEM learning, STEM project based activities; and vignette methods

Karen is a Visiting Fellow at King’s College London.

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. & M