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Department of Education

Viewing archives for Theme 3: Knowledge, Pedagogy and Development

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

Laura is currently working on the FoSTER project which seeks to understand the range of ways that schools support teachers to engage with and in research across the UK and Ireland.

This involves conducting a survey of teachers’ engagement with/in research, followed by detailed case studies of schools who are successfully supporting teachers to engage with/in research. Laura is also a practising primary school teacher and is studying for an EdD Education at the University of Birmingham. Her research uses a constructivist grounded theory methodology to explore children’s lived experience of the maths mastery policy, through the lens of social justice.

 

 

 

Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.

Laura is the subject lead for the PGCE in Modern Languages and she also supervises higher degrees in the fields of instructed second language learning and language teacher education.

Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.

Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.