Department of Education

Viewing archives for Academic Staff

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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.

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.

Steve is Associate Professor of Teacher Education. He is a curriculum tutor for the Geography PGCE and MSc Learning and Teaching.

Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln.

He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a Senior Fellow of the Higher Education Academy.

He researches at the intersection between the academic discipline and school subject of geography, including recent collaborations developing through the Smart Cities Network for Sustainable Urban Future project which was shortlisted for the 2017 Newton Prize (India). He is currently leading research on Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune, and on the role of cultural heritage in curriculum making in Kolkata.

Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’.

His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments, and the role of written lesson observation feedback in constructing ‘good teaching’.

Steve serves on the editorial board of the journal Geography, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).

 

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.

Karen’s current roles include:

• Departmental Lecturer: teaching, supervision and research with Doctoral, MSc, and PGCE students.
• Deputy Director of Doctoral Research – convene Research Training Seminars
• PGCE Mathematics Lead
• Doctoral Teacher Fellow Coordinator
• STEM Discussion Group co-lead
• SCR Member of St Antony’s College
• Visiting Fellow at King’s College London

 

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

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) “Know