Department of Education

Steven Puttick

Associate Professor of Teacher Education

College Affiliation: St Anne's College

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).

 

Funded Research Projects:

  • Sustainable Lagoons in West Africa (Network partner)

  • 2021-22

    Funder: GCRF

  • Climate Change Education Futures in India (PI)

  • 2020-21

    Funder: GCRF

  • Decolonising Research Methods (CI)

  • 2020-21

    Funder: TDEP

  • Trust and Climate Change: information for teaching in a digital age (PI)

  • 2020

    Funder: Nuffield Foundation

  • Heritage and enquiry-based learning in urban primary schools in India (PI)

  • 2020

    Funder: GCRF

  • Digital Urbanism and Diasporas: walking the cultural heritage of Calcutta’s riverfront (Wider team)

  • 2020

    Funder: AHRC/ICHR

  • Resilience in STEM learning, (CI)

  • 2019-21

    Funder: Leverhulme Trust

  • Lincolnshire-Hunan Generation UK (PI)

  • 2018

    Funder: British Council

  • The Ordered Human Project: Robert Grosseteste’s philosophy of education

  • 2016-2019

    PESGB (Philosophy of Education Society of Great Britain) and Bishop Grosseteste University Grant - Principal Investigator

  • Smart Cities Network for Sustainable Urban Future: UK-India collaboration on sustainable cities and urbanisation

  • 2016-2017

    ESRC / Newton Fund - Wider Team contributing to citizen science and community participation stream

Doctoral Applications

Steve welcomes doctoral applications from students interested in the following research areas:

  • Geography education
  • Climate Change Education
  • Knowledge and the curriculum
  • School subject departments
  • Anti-racist geography education
  • Teachers’ engagements with research

Publications:

  • Book chapters

    • PUTTICK, S, Chandrachud, P, Chopra, R, KHOSLA, R, ROBSON, J, Singh, S, Talks, I (2022) “Climate change education: following the information”, In: J McKendrick, M Biddulph, S Catling, L Hammond (eds.) Transforming Children’s Geographies: Rethinking Children’s (Geographical) Education. Abingdon: Routledge.

    • PUTTICK, S (2022) “Geography lesson observations at the interface between research and practice”, In: S PUTTICK, G Healy, L Hammond, N Walshe (eds.) Mentoring Geography Teachers in the Secondary School A Practical Guide. Abingdon: Routledge.

    • PUTTICK, S (2022) “Planning in geography education: a conversation between university-based tutors and school-based mentors in Initial Teacher Education”, In: G Healy, L Hammond, S PUTTICK, N Walshe (eds.) Mentoring Geography Teachers in the Secondary School A Practical Guide. Abingdon: Routledge.

    • Walshe, N, Healy, G, PUTTICK, S, Hammond, L (2022) “Introduction: Mentoring matters in and for geography education”, In: G Healy, L Hammond, S PUTTICK, N Walshe (eds.) Mentoring Geography Teachers in the Secondary School A Practical Guide. Abingdon: Routledge.

    • Hammond, L, PUTTICK, S, Walshe, N, Healy, G (2022) “Mentoring matters: contributing to a more just tomorrow in geography education”, In: G Healy, L Hammond, S PUTTICK, N Walshe (eds.) Mentoring Geography Teachers in the Secondary School A Practical Guide. Abingdon: Routledge.

    • PUTTICK, S (2020) “Geographies of digital technologies and their roles in knowledge and recontextualisation and curriculum making”, In: N Walshe, G Healy (eds.) Geography education in the digital world. Abingdon: Routledge.

    • PUTTICK, S, Gee, N (2020) “Thriving Subject Departments”, In: S Capel, J Lawrence, M Leask, S Younie (eds.) Surviving and Thriving in the Secondary School. Abingdon: Routledge.

    • Puttick, S (2020) “Digital technologies and their roles in knowledge recontextualisation and curriculum making”, In: Geography Education in the Digital World: Linking Theory and Practice. 17-25

    • PUTTICK, S (2019) “Knowledge and virtue: re-ordering humans in Robert Grosseteste’s Philosophy of Education”, In: Robert Grosseteste and Theories of Education The Ordered Human. Abingdon: Routledge.
      DOI: http://doi.org/10.4324/9780429295973

    • PUTTICK, S, Wood, P (2019) “A Plexus Curriculum in School Geography-A Holistic Approach to School Geography for an Endangered Planet”, In: W Leal Filho, SL Hemstock (eds.) Climate Change and the Role of Education. Climate Change Management. Cham: Springer.
      DOI: http://doi.org/10.1007/978-3-030-32898-6_22

    • PUTTICK, S (2017) “Researching Geography Education”, In: M Jones (ed.) Secondary Geography Handbook. Sheffield: Geographical Association.

  • Journal articles

    • Hall, SS, McGill, RM, Puttick, S, Maltby, J (2022) “Resilience, science, technology, engineering, and mathematics (STEM), and anger: A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning.”, The British journal of educational psychology. e12496+.
      DOI: http://doi.org/10.1111/bjep.12496

    • Hall, SS, Puttick, S, Maltby, J (2021) “Identifying the psychological processes used by male and female students when learning about science technology engineering and mathematics: A linguistic inquiry”, SCIENCE EDUCATION.
      DOI: http://doi.org/10.1002/sce.21679

    • PUTTICK, S (2021) “Written Lesson Observation Feedback in Initial Teacher Education”, Impact Journal of the Chartered College of Teaching. 12

    • PUTTICK, S, CULLINANE, A (2021) “Towards the nature of geography for geography education: an exploratory account, learning from work on the nature of science”, Journal of Geography in Higher Education.
      DOI: http://doi.org/10.1080/03098265.2021.1903844

    • PUTTICK, S (2020) “Taking Burgess out of the bin”, Teaching Geography. 45(1) 6-8.

    • PUTTICK, S (2020) “Geography amid COVID-19 – inequality, decent work, and curriculum”, Geography. 105(2) 58-59.
      DOI: http://doi.org/10.1080/00167487.2020.12094089

    • Puttick, S, Hill, Y, Beckley, P, Farrar, E, Luby, A, Hounslow-Eyre, A (2019) “Liminal spaces constructed by primary schools in predominantly white working-class areas in England”, Ethnography and Education. 15(2) 137-154.
      DOI: http://doi.org/10.1080/17457823.2018.1564062

    • Puttick, S, Paramore, J, Gee, N (2018) “A critical account of what “geography” means to primary trainee teachers in England”, International Research in Geographical and Environmental Education. 27(2) 165-178.
      DOI: http://doi.org/10.1080/10382046.2017.1321304

    • Puttick, S (2017) “Performativity, guilty knowledge, and ethnographic intervention”, ETHNOGRAPHY AND EDUCATION. 12(1) 49-63.
      DOI: http://doi.org/10.1080/17457823.2015.1110039

    • Puttick, S (2017) “‘You’ll see that everywhere’: institutional isomorphism in secondary school subject departments”, School Leadership & Management. 37(1-2) 61-79.
      DOI: http://doi.org/10.1080/13632434.2017.1293633

    • Puttick, S (2017) “Student teachers’ positionalities as knowers in school subject departments”, BRITISH EDUCATIONAL RESEARCH JOURNAL. 44(1) 25-42.
      DOI: http://doi.org/10.1002/berj.3314

    • Puttick, S (2017) “Should we only teach about real people and real places?”, GEOGRAPHY. 102 26-32.
      DOI: http://doi.org/10.1080/00167487.2017.12094006

    • Puttick, S (2016) “An analysis of individual and departmental geographical stories, and their role in sustaining teachers”, International Research in Geographical and Environmental Education. 25(2) 134-150.
      DOI: http://doi.org/10.1080/10382046.2016.1149341

    • Puttick, S (2015) “Chief examiners as Prophet and Priest: relations between examination boards and school subjects, and possible implications for knowledge”, CURRICULUM JOURNAL. 26(3) 468-487.
      DOI: http://doi.org/10.1080/09585176.2014.1000936

    • Puttick, S (2013) “Looking at and looking along: A conceptual framework for teaching different perspectives in geography”, International Research in Geographical and Environmental Education. 22(4) 353-366.
      DOI: http://doi.org/10.1080/10382046.2013.826546

    • Puttick, S (2013) “GCSE geography revision: An action research project”, Teaching Geography. 38(1) 26-27.

    • Puttick, S (2012) “Geography teachers' conceptions of knowledge”, Teaching Geography. 37(2) 73-75.

    • PUTTICK, S “Geographical Education I: fields, interactions and relationships”, Progress in Human Geography: an international review of geographical work in the social sciences and humanities.
      DOI: http://doi.org/10.1177/03091325221080251

    • PUTTICK, S, WARREN-LEE, N “Geography mentors’ written lesson observation feedback during Initial Teacher Education”, International Research in Geographical and Environmental Education.
      DOI: http://doi.org/10.1080/10382046.2020.1757830

    • MURREY-NDEWA, A, PUTTICK, S “Confronting the deafening silence on race in geography education in England: learning from anti-racist, decolonial and black geographies”, Geography.
      DOI: http://doi.org/10.1080/00167487.2020.12106474

    • PUTTICK, S, Talks, I “Teachers’ sources of information about climate change: a scoping review”, Curriculum Journal.
      DOI: http://doi.org/10.1002/curj.136

    • PUTTICK, S “Space-times of teachers' journeys for knowledge”, Teaching Geography. 39(3) 114-115.

    • PUTTICK, S “Recontextualising knowledge for lessons”, Teaching Geography. 40(1) 29-31.

    • PUTTICK, S “Trust me I'm a teacher”, Teaching Geography. 42(2) 54-56.

    • PUTTICK, S, Wynn, J “Constructing ‘good teaching’ through written lesson observation feedback”, Oxford Review of Education.
      DOI: http://doi.org/10.1080/03054985.2020.1846289

    • PUTTICK, S “Student teachers’ beliefs about diversity: analysing the impact of a ‘diversity week’ during Initial Teacher Education”, Teacher Development.
      DOI: http://doi.org/10.1080/13664530.2020.1854336

    • PUTTICK, S, Bosher, L, Chmutina, K “Disasters are not natural”, Teaching Geography. 43(4) 118-120.

  • Internet publication

    • MURREY-NDEWA, A, PUTTICK, S (2020) Working towards anti-racist school geography in Britain.

    • PUTTICK, S, MURREY-NDEWA, A, Saltana, F (2020) Digitising critical pedagogies in higher education during Covid-19.

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