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).


Book chapters
  • Mulholland, M., Thompson, I., & Todd, J. (2022). Theorising practices of inclusive pedagogy: a challenge for initial teacher education. In K. Burn, T. Mutton, & I. Thompson (Eds.), Practical Theorising in Teacher Education: Holding Theory and Practice Together (pp. 113-126). Routledge. https://doi.org/10.4324/9781003183945

  • Todd, J., Thomas, E., & Bateman, C. (2022). PRACTICAL THEORISING IN LEARNING TO TEACH HISTORY: A shifting process of negotiation. In Practical Theorising in Teacher Education: Holding Theory and Practice Together (pp. 51-65). https://doi.org/10.4324/9781003183945-6
    DOI: https://doi.org/10.4324/9781003183945-6

  • Todd, J. (2014). Negotiating Knowledge: Task design in the history classroom. In Designing Tasks in Secondary Education: Enhancing subject understanding and student engagement (pp. 152-169). Taylor & Francis Group: Routledge.

  • BURN, K., & TODD, J. (n.d.). Getting the question right: Reconciling students’ needs and interests with the demands of disciplinary history. In R. Bain, A. Chapman, A. Kitson, & T. Shreiner (Eds.), International Review of History Education Volume 9: History Education and Historical Enquiry. Information Age.

  • Journal articles
  • Todd, J., & Hibbert, D. (2017). Professional learning through a focus on task design: responding to historical scholarship and students’ interests. REVISTA ELECTRONICA INTERUNIVERSITARIA DE FORMACION DEL PROFESORADO, 20(3), 15-31. https://doi.org/10.6018/reifop.20.3.290951
    DOI: https://doi.org/10.6018/reifop.20.3.290951

  • Todd, J. (2016). The importance of subject specific training. Teaching History, 162. https://www.history.org.uk/publications/categories/300/resource/8762/teaching-history-162-scales-of-planning

  • TODD, J., & Branford, A. (n.d.). A Professional Development Model for the Teaching of Empire, Migration and Belonging. The BERA Guide to Decolonising the Curriculum: Equity and Inclusion in Educational Research and Practice.