Ian is former President of BERA, 2013-2015. At OUDE he was Director of Professional Programmes and led the development of the Oxford Education Deanery.Before moving to Oxford, Ian was Professor of Teacher Education at the University of Glasgow. Prior to that he held posts at the University of the West of Scotland (Dean of Education and Media), London Metropolitan University (Head of School of Education), University of the West of England and the University of Gloucestershire.

Ian was President of the Scottish Educational Research Association from 2005–07 and chaired the Research and Development Committee of the Universities’ Council for the Education of Teachers from 2008-11. He is a Fellow of the Academy of Social Sciences and a Fellow of the Royal Society of Arts and is a Visiting Professor at Bath Spa University and Ulster University and an Honorary Professor at the University of Exeter. Since 2018 he has been a Senior Research Associate at Kazan Federal University, Russia.

  • Menter, I., Muschamp, Y., Nicholls, P., Ozga, J. with Pollard, A. (1997) Work and Identity in the Primary School: A Post-Fordist Analysis Buckingham: Open University Press
  • Menter, I., Brisard, E. and Smith, I. (2006) Convergence or Divergence?: Initial teacher education in Scotland and England Edinburgh: Dunedin Academic Press.
  • Menter, I. and Murray, J. (eds.) (2011) Developing Research in Teacher Education, London: Routledge.
  • Menter, I., Elliot, D., Hulme, M., Lewin, J. and Lowden, K. (2011) A Guide to Practitioner Research in Education, London: Sage.
  • The Teacher Education Group (2015) Teacher Education in Times of Change. Bristol: Policy Press.
  • Peters, M., Cowie, B and Menter, I. (eds.) (2017) A Companion to Research in Teacher Education Research. Singapore: Springer.
  • Childs, A. and Menter, I. (eds.) (2018) Mobilising Teacher Researchers: challenging educational inequality. London: Routledge
  • Tatto, M.T. and Menter, I. (eds.) (2019) Knowledge, Policy and Practice in Teacher Education – A Cross-National Study. London: Bloomsbury.
Recent research reports
  • 2009 Final Report Curriculum for Excellence Draft Experiences and Outcomes: Collection, analysis and reporting of data for Learning and Teaching Scotland (Menter, I., Baumfield, V., Hulme, M., Devlin, A., Ellott, D., Hall, J., Hall, S. and Lowden, K.)
  • 2010 ‘Teachers: formation, training and identity’ (A literature review for Culture, Creativity and Education) (Menter, I.)
  • 2010 Literature Review on Teacher Education in the 21stCentury, Edinburgh: The Scottish Government. (Menter, I.,Hulme, M., Elliot, D. and Lewin, J.)
  • 2010 Research to support Schools of Ambition: Final Report, Edinburgh: The Scottish Government (Menter, I., Hulme, M., Christie, D., Payne, F., Coutts, N., Robson, D. and Spratt, J.)
  • 2011 Research to support Schools of Ambition: Final Report, Edinburgh: The Scottish Government (Menter, I., Hulme, M., Christie, D., Payne, F., Coutts, N., Robson, D. and Spratt, J.)
  • 2011 The Glasgow West Teacher Education Initiative: A Clinical Approach to Teacher Education. Evaluation Report. (Menter. I., Baumfield, V., Carroll, M., Dickson, B., Hulme, M., Lowden, K. and Mallon, W.) University of Glasgow.
  • 2012 The Glasgow West Teacher Education Initiative: Evaluation of second phase. Menter, I. and Lowden, K. Glasgow: The University of Glasgow.
  • 2013 Raising and Sustaining Aspiration in City Schools, funded by Citi Foundation (Aexander, P., Edwards, A., Fancourt, N. and Menter, I.)
  • 2017 The role and contribution of higher education in contemporary teacher education. (Menter, I.) Commissioned by the Scottish Council of Deans of Education.
Recent book chapters
  • Menter, I. (2016) Teacher education – making connections with curriculum, pedagogy and assessment. In: Wyse, D., Hayward, L. and Pandya, J. (Eds.) The Sage Handbook of Curriculum, Pedagogy and Assessment. London: SAGE. pp 1015-1028.
  • Menter, I. (2016) ‘Foreword’ to Beckett, L. Teachers and Academic Partners in Urban Schools. London: Routledge.
  • Menter, I. and Walker, M. (2016) ‘School and society’ in Wyse, D. and Rogers, S. (Eds.) A Guide to Early Years and Primary Teaching. London: Sage.
  • Menter, I. (2016) Teacher education: generator of change or a mechanism for conformity? in Lees, H. and Noddings, N. (eds.) The Palgrave International Handbook of Alternative Education. London: Palgrave. 257-272.
  • Menter, I. (2017) ‘Reasons for education research’. In Wyse, D., Selwyn, N., Smith, E. and Suter, L. (Eds.) The BERA/SAGE Handbook of Educational Research. London: Sage. pp. 37-52.
  • Menter, I. (2017) ‘Diversity, development, devolution: the three Ds of UK teacher education and professional development in the twenty-first century’. In Florian, L. and Pantic, N. (Eds.) Teacher Education for the Changing Demographics of Schooling – Issues for research and practice. Cham, Switzerland: Springer. pp39-51.
  • Menter, I. (2017) ‘Teacher Education Research’ In Oxford Encyclopedia of Education. Oxford University Press. DOI: 10.1093/acrefore/9780190264093.013.275
  • Menter, I. (2018) ‘Teacher education in a crucible of change’ in Smith, L. and Wyatt, C. (Eds.) Innovation and Accountability in Teacher Education: Setting directions for new cultures in teacher education. Singapore: Springer. pp313-326.
  • Menter, I. and Reynolds, K. (2019) ‘Diversity in Teacher Education: Afterword’ In Sorensen, N. (Ed.) Diversity in Teacher Education. London: UCL IoE Books.
Recent journal articles
  • Fancourt, N., Edwards, A. and Menter, I. (2015) Reimagining a School – University Partnership: The Development of the Oxford Education Deanery Narrative. Education Inquiry, 6, 3, 353-373.
  • Menter, I. (2015) Unity or disunity in the United Kingdom? Policy and practice in teacher education. Education and Self-Development. 2 (44),156-164.
  • Thompson, I., McNicholl, J. and Menter, I. (2016) Student teachers’ perceptions of poverty and educational achievement, Oxford Review of Education 42, 2, 214-229 DOI: 10.1080/03054985.2016.1164130
  • Menter, I. (2016) Helga Eng lecture 2015: What is a teacher in the 21st century and what does a 21st century teacher need to know? Acta Didactica Norge,10, 2, 11-25.
  • Lynch, D., Smith, R. and Menter, I. (2016) Reforming teacher education: from partnership to ‘syndication’. International Journal of Innovation, Creativity and Change. www.ijicc.net Volume 2, Issue 3.
  • Mutton, T., Burn, K. and Menter, I. (2017) Deconstructing the Carter Review: Competing conceptions of quality in England’s ‘school-led’ system of initial teacher education. Journal of Education Policy. 32, 1, 14-33. DOI: 10.1080/02680939.2016.1214751
  • Menter, I. (2017) Competences and Standards for Teachers and Teacher Education – Developments and Problems – a common approach for the United Kingdom? 26th Bulletin of the Japanese Society for the Study of Teacher Education. 8-19.
  • Menter, I., Valeeva, R. and Kalimullin, A. (2017) A tale of two countries – forty years on: politics and teacher education in Russia and England. European Journal of Teacher Education. 40, 5, 616-629.
  • Whiting, C., Whitty, G., Menter, I., Black, P., Hordern, J., Parfitt, A., Reynolds, K. and Sorenson, N. (2018) Diversity and Complexity: Becoming a teacher in England in 2015-16. Review of Education 6, 1, 69-96.
  • Menter, I. (2018) Defining teachers’ professional knowledge: the interaction of global and national influences. Education and Self-Development.13, 1, 32-42.
  • Loughran, J. and Menter, I. (2019) The essence of being a teacher educator and why it matters, Asia-Pacific Journal of Teacher Education, DOI:10.1080/1359866X.2019.1575946
Research and professional activity

Ian’s research interests are in teacher education and teachers’ work, with a particular interest in policy. He has carried out a number of ‘home international’ comparative studies within the UK, including ESRC-sponsored initiatives and has led projects commissioned by the Scottish Government and The National College for School Leadership. He led a research support team from OUDE working on the National College for Teaching and Leadership project, Closing the Gap – Test and Learn. He was also Director of the Oxford City Council funded Leadership for Learning project, working in city primary schools.

Ian is a founding editor of Review of Education, a journal of the British Educational Research Association, launched in 2013. He is series editor for Critical Guides for Teacher Educators, published by Critical Publishing. He is a founder member of two UK-wide research groups, TEG (Teacher Education Group) and CAPeR-UK (Curricululum, Assessment and Pedagogy Reform across the UK), as well as the OUDE –led research group on Poverty and Teacher Education. He was also a member of the steering group for the BERA-RSA Inquiry into Research and Teacher Education.