Laura is Co-Director of the University of Oxford Education Deanery and subject lead for the PGCE in Modern Languages. She also supervises higher degrees in the fields of instructed second language learning and language teacher education.
Before working with the department, Laura taught French and German at secondary school level. She became interested in teacher education whilst mentoring beginning languages teachers during their school placements. Her doctoral research focussed on in-service languages teachers’ professional learning experiences and needs.
Laura is currently working on a project to compare the nature of instructed second/foreign language learning at secondary school in England, Norway and France.
Steve is Associate Professor of Teacher Education. He is subject lead for the Geography PGCE and MSc Learning and Teaching.
Steve is a qualified geography teacher and was previously the head of department at a comprehensive secondary school in Oxfordshire, and Head of Programmes at Bishop Grosseteste University, Lincoln. He leads the interdisciplinary Education and Training for the Climate (ETC) Hub at Oxford, and is PI on the BA/Leverhulme funded project ‘The Gujarati Navigator: exploring journeys of information, knowledge and expertise’.
He holds an MA in Educational Leadership and Innovation from Warwick University, an MSc in Educational Research Methodology and a DPhil in Education from the University of Oxford which were funded by an ESRC Studentship. He is a qualified Mountain Leader and rock climbing instructor, and Senior Fellow of the Higher Education Academy.
He researches at the intersection between the academic discipline and school subject of geography, work that is developing through three progress reports on Geographical Education: (I) fields, interactions and relationships; (II) anti-racist, decolonial futures; (III) climate change education (forthcoming). His research has been funded by the GCRF, ESRC, AHRC, ICHR, Nuffield Foundation, British Academy, Leverhulme Trust, Newton Fund, British Council, and PESGB. Recent collaborations include: Climate Change Education Futures in India (GCRF) in collaboration with colleagues at IISER, Pune; the role of cultural heritage in curriculum making in Kolkata (GCRF); and the Smart Cities Network for Sustainable Urban Future project (ESRC / Newton Fund) which was shortlisted for the Newton Prize (India).
Collaborations with colleagues in the School of Geography and the Environment are contributing to anti-racist curriculum futures, including in the school subject, and in postgraduate teaching through the TDEP-funded Oxford-UNISA course ‘Decolonising Research Methods’ which was shortlisted for the Vice-Chancellor’s teaching awards. These ideas are taken further in the context of school geography through his (2024) book: The Geography Teaching Adventure: reclaiming exploration to inspire curriculum and pedagogy.
His research on teacher education focuses on the contribution that geography education research offers to the conceptualisation and practice of teaching. This work includes ethnographic research on teachers’ curriculum making exploring the journeys through which information travels into school classrooms, beginning teachers’ experiences of school subject departments and the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.
Steve serves on the editorial boards of the journals Geography, the Oxford Review of Education, and the Professional Geographer, and is Chair of the Geography Education Research Collective (GEReCo/IGU-CGE).
Dr Karen Skilling is an Associate Professor at the Department of Education at the University of Oxford. Karen is currently the Deputy Director of Doctoral Research, Lead of the PGCE mathematics education at the Department of Education, and co-ordinates the Doctoral Teaching Fellows for teacher education. In 2020, Karen established the STEM Discussion Group and also convenes the Subject Pedagogy Group seminars.
Karen’s research interests include: student engagement and motivation in mathematics; integrated STEM learning and project-based STEM activities; and vignette methods. Karen currently sits on the Executive Committee of BSRLM, and is a journal Editor for the Teaching Education Journal (TEJ) and Research in Mathematics Education (RME). Karen has also been co-Editor for several special issues, and a topic study co-lead at the Congress of the European Society for Research in Mathematics Education (CERME). Karen is a Visiting Fellow at King’s College London and been an HEA Fellow since 2016.
Awards include: Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012); Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14); and nominations for Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017).
Liam is a Senior Departmental Lecturer in Science Education, Course Director of the MSc in Learning and Teaching, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division. He also teaches on the PGCE Science programme, MSc in Medical Education, and supervises DPhil (PhD) students.
His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.
For example, he led the FoSTER Project, which sought to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland, and conducted research on the first iteration of the ‘Researchers in Residence Scheme (RiRS)’ that is funded by the Teaching Council of Ireland. He was a team member of the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education that includes future thinking skills and interdisciplinarity in a society of acceleration and uncertainty. Prior to his appointment as a lecturer, he was a post-doctoral researcher on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.
He is currently conducting research projects on (1) capacity and culture for teacher education research, (1) epistemological belief development during the MSc Medical Education, and (3) the role of epistemic cognition in sentencing councils’ communication and consultation with the public.
As a qualified Emergency Medical Technician, he currently holds the role of Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee. He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.
Diane Mayer’s research and scholarship has focussed on teacher education and early career teaching, examining issues associated with the policy and practice of teachers’ work and teacher education. Prior to joining the department in 2018, Diane was Professor of Education and Dean of Education and Social Work at The University of Sydney in Australia. She has previously held positions at the University of California at Berkeley in the United States and at Victoria University, Deakin University and The University of Queensland in Australia.
Publications
- Featured Publications
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- Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
- Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
- Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
- MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education. Taylor & Francis (Routledge).
DOI: http://doi.org/10.1080/02619768.2020.1832987
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- Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
DOI: http://doi.org/10.1007/s13384-018-0294-7 - Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings. Singapore: Springer Nature.
DOI: http://doi.org/10.1007/978-981-10-3929-4
- Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER.
- Books
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- Mayer, D. (Ed). (2021). Teacher Education Policy and Research: Global Perspectives. Springer.
- Mayer, D. & Menter, I. (Eds) (2021). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
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- Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings. Singapore: Springer Nature.
DOI: http://doi.org/10.1007/978-981-10-3929-4 - Kennedy, KJ, Jimenez, S, MAYER, D, Mellor, S, Smith, J (2003) Teachers Talking Civics: Current Constructions of Civics and Citizenship Education in Australian Schools.
- Mayer, D, Dixon, M, Kline, J, Kostogriz, A, Moss, J, Rowan, L, Walker-Gibbs, B, White, S (2017) Studying the Effectiveness of Teacher Education : Early Career Teachers in Diverse Settings. Singapore: Springer Nature.
- Book chapters
- Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In: Teacher Education Policy and Research. Springer Singapore. 1-10
DOI: http://doi.org/10.1007/978-981-16-3775-9_1 - Mayer, D, Goodwin, AL, Mockler, N (2021) “Teacher Education Policy: Future Research, Teaching in Contexts of Super-Diversity and Early Career Teaching”, In: Teacher Education Policy and Research. Springer Singapore. 209-223
DOI: http://doi.org/10.1007/978-981-16-3775-9_15 - Mayer, D. & Menter, I. (2021). Becoming a teacher education researcher: Introduction and overview. In Mayer, D. & Menter, I. (Eds). Becoming a Teacher Education Researcher. London UK: Critical Publishing Ltd.
- MAYER, DE (2019) “Knowledge, policy and practice in learning teaching in Australia.”, In: MT Tatto, I Menter (eds.) Knowledge, Policy and Practice in Teacher Education: A Cross-National Study. Bloomsbury Academic.
- MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher Education in Australia: Evidence of effectiveness”, In: Oxford Research Encyclopedia of Education.
DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305 - MAYER, DE, Allard, A, Moss, J, Dixon, M (2016) “Initial Teacher Education and Assessment of Graduates in Australia”,In: J Lee, C Day (eds.) Quality and Change in Teacher Education: Western and Chinese Perspectives. Springer.
DOI: http://doi.org/10.1007/978-3-319-24139-5_9 - MAYER, DE, Reid, J (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: ML Hamilton, J Loughran (eds.) International Handbook of Teacher Education. Springer.
DOI: http://doi.org/10.1007/978-981-10-0366-0 - Mayer, D, Reid, JA (2016) “Professionalising teacher education: Evolution of a changing knowledge and policy landscape”, In: International Handbook of Teacher Education: Volume 1. 453-486
DOI: http://doi.org/10.1007/978-981-10-0366-0_12 - MAYER, DE (2016) “Policy driven reforms and the role of teacher educators in professionalising teacher education”,In: R De Wever, R Vanderlinde, M Tuytens, A Aelterma (eds.) Professional Learning in Education Challenges for Teacher Educators, Teachers and Student Teachers. Academia.
- MAYER, DE (2013) “The Continuing “Problem” of Teacher Education: Policy Driven Reforms and the Role of Teacher Education.”, In: X Zhu, K Zeichner (eds.) Preparing Teachers for the 21st Century. New Frontiers of Educational Research.. Springer Science & Business Media.
DOI: http://doi.org/10.1007/978-3-642-36970-4 - MAYER, DE, Pecheone, R, Merino, N (2013) “Rethinking teacher education in Australia: The teacher quality reforms”,In: L Darling-Hammond, A Lieberman (eds.) Teacher Education Around the World: Changing Policies and Practices.Routledge.
DOI: http://doi.org/10.4324/9780203817551 - Mayer, D (2013) “The Continuing ‘Problem’ of Teacher Education: Policy Driven Reforms and the Role of Teacher Educators”, In: Preparing Teachers for the 21st Century. Springer Berlin Heidelberg. 39-52
DOI: http://doi.org/10.1007/978-3-642-36970-4_3 - MAYER, DE (2011) “Learning to teach in emotional contexts”, In: C Day, J Lee (eds.) New Understandings of Teacher’s Work: Emotions and Educational Change. Springer Science & Business Media.
DOI: http://doi.org/10.1007/978-94-007-0545-6 - Mayer, D (2011) ““But That’s the Thing; Who Else Is Going to Teach Besides the Idealist?” Learning to Teach in Emotional Contexts”, In: New Understandings of Teacher’s Work. Springer Netherlands. 137-150
DOI: http://doi.org/10.1007/978-94-007-0545-6_9 - MAYER, DE, Luke, C, Luke, A (2008) “Teachers, national regulation and cosmopolitanism”, In: A Phelan, J Sumsion (eds.) Critical Readings in Teacher Education: Provoking absences. Sense Pub.
- Mitchell, J, Hunter, J, Stevens, L, MAYER, DE (2007) “Teacher education for the middle years of schooling: Making connections between fields of knowledge, educational policy reforms and pedagogical practice”, In: The Missing Links in Teacher Education Design: Developing a Multi-linked Conceptual Framework. Springer Science & Business Media.
DOI: http://doi.org/10.1007/1-4020-3346-X - Mitchell, J, Hunter, L, Stephens, L, MAYER, D (2005) The Missing Links in Teacher Education Design. Springer Netherlands. 95-112
DOI: http://doi.org/10.1007/1-4020-3346-x - MAYER, DE, Mills, M, Roulston, K (2001) “Kicking and screaming into the 21st Century: A collaborative attempt to develop beginning teacher competencies through E-communication”, In: C Velde (ed.) International Perspectives on Competence in the Workplace: Research, Policy and Practice. Springer Science & Business Media. 99-114
- Mayer, D (2021) “Teacher Education Policy and Research: An Introduction”, In: Teacher Education Policy and Research. Springer Singapore. 1-10
- Journal articles
- Mayer, D. (2021). The connections and disconnections between teacher education policy and research: reframing evidence. Oxford Review of Education, 47(1), 120-134. doi:10.1080/03054985.2020.1842179.
- MAYER, D, Mills, M (2020) “Professionalism and teacher education in Australia and England”, European Journal of Teacher Education. Taylor & Francis (Routledge).
DOI: http://doi.org/10.1080/02619768.2020.1832987 - Ell, F, Simpson, A, Mayer, D, Davies, LM, Clinton, J, Dawson, G (2019) “Conceptualising the impact of initial teacher education”, AUSTRALIAN EDUCATIONAL RESEARCHER. 46(1) 177-200.
DOI: http://doi.org/10.1007/s13384-018-0294-7 - Stacey, M, Talbot, D, Buchanan, J, Mayer, D (2019) “The development of an Australian teacher performance assessment: lessons from the international literature”, Asia-Pacific Journal of Teacher Education. 1-12.
DOI: http://doi.org/10.1080/1359866X.2019.1669137 - MAYER, DE (2017) “Professionalizing teacher education accountability”, Oxford Research Encyclopedia of Education.
DOI: http://doi.org/10.1093/acrefore/9780190264093.013.96 - MAYER, DE, Cotton, W, Simpson, A (2017) “Teacher education in Australia”, Oxford Research Encyclopedia of EducationJ Lampert (ed.) .
DOI: http://doi.org/10.1093/acrefore/9780190264093.013.305 - Rowan, L, Kline, J, Mayer, D (2017) “Early career teachers’ perceptions of their preparedness to teach “diverse learners”: insights from an Australian research project”, Australian Journal of Teacher Education. 42(10) 71-92.
DOI: http://doi.org/10.14221/ajte.2017v42n10.5 - Rowan, L, Mayer, D, Kline, J, Kostogriz, A, Walker-Gibbs, B (2015) “Investigating the effectiveness of teacher education for early career teachers in diverse settings: the longitudinal research we have to have”, AUSTRALIAN EDUCATIONAL RESEARCHER. 42(3) 273-298.
DOI: http://doi.org/10.1007/s13384-014-0163-y - MAYER, DE (2014) “The appropriation of the professionalization agenda in teacher education.”, Research in Teacher Education.
- MAYER, DE (2014) “Forty years of teacher education in Australia: 1974-2014”, Journal of Education for Teaching.
DOI: http://doi.org/10.1080/02607476.2014.956536 - Allard, AC, Mayer, D, Moss, J (2014) “Authentically assessing graduate teaching: outside and beyond neo-liberal constructs”, AUSTRALIAN EDUCATIONAL RESEARCHER. 41(4) 425-443.
DOI: http://doi.org/10.1007/s13384-013-0140-x - Santoro, N, Reid, J-A, Mayer, D, Singh, M (2013) “Teacher knowledge: continuing professional learning”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION. 41(2) 123-125.
DOI: http://doi.org/10.1080/1359866X.2013.777326 - Reid, J-A, McDonough, S, Bown, K, Santoro, N, Mayer, D, Singh, M (2013) “Learning the business of teacher education research: Editorial work as capacity building”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION. 41(4)345-349.
DOI: http://doi.org/10.1080/1359866X.2013.840945 - Singh, M, Reid, J-A, Bown, K, Mayer, D, Santoro, N (2013) “Teacher education, research and the renewal of critique”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION. 41(1) 1-6.
DOI: http://doi.org/10.1080/1359866X.2012.753670 - Mayer, D, Singh, M, Santoro, N, Reid, J-A (2012) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION. 40(2)79-81.
DOI: http://doi.org/10.1080/1359866X.2012.672152 - Santoro, N, Reid, J-A, Mayer, D, Singh, M (2012) “Producing ‘quality’ teachers: the role of teacher professional standards”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION. 40(1) 1-3.
DOI: http://doi.org/10.1080/1359866X.2012.644508 - Gallant, A, Mayer, D (2012) “Teacher performance assessment in teacher education: an example in Malaysia”,JOURNAL OF EDUCATION FOR TEACHING. 38(3) 295-307.
DOI: http://doi.org/10.1080/02607476.2012.668330 - Reid, J-A, Mayer, D, Santoro, N, Singh, M (2012) “Learning and teaching: issues for teacher education”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION. 40(4) 343-345.
DOI: http://doi.org/10.1080/1359866X.2012.724764 - Mayer, D, Reid, JA, Santoro, N, Singh, M (2011) “Quality teacher education: the challenges of developing professional knowledge, honing professional practice and managing teacher identities”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION. 39(2) 79-82.
DOI: http://doi.org/10.1080/1359866X.2011.562863 - Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Forming, informing and transforming teacher education researchers as ethical subjects”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION. 39(4) 281-291.
DOI: http://doi.org/10.1080/1359866X.2011.615115 - Singh, M, Reid, J-A, Mayer, D, Santoro, N (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION. 39(4)277-279.
DOI: http://doi.org/10.1080/1359866X.2011.615114 - Mayer, D, Mitchell, J, Santoro, N, White, S (2011) “Teacher educators and ‘accidental’ careers in academe: an Australian perspective”, JOURNAL OF EDUCATION FOR TEACHING. 37(3) 247-260.
DOI: http://doi.org/10.1080/02607476.2011.588011 - Santoro, N, Mayer, D, Reid, J-A, Singh, M (2011) “Untitled”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION. 39(1) 1-2.
DOI: http://doi.org/10.1080/1359866X.2011.542606 - Reid, J-A, Singh, M, Santoro, N, Mayer, D (2011) “What does good teacher education research look like?”, ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION. 39(3) 177-182.
DOI: http://doi.org/10.1080/1359866X.2011.588592 - Singh, M, Reid, J-A, Santoro, N, Mayer, D (2010) “Internationalising the work of teacher education researchers”,ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION. 38(4) 249-253.
DOI: http://doi.org/10.1080/1359866X.2010.516423 - Mayer, D (2006) “The changing face of the Australian teaching profession: New generations and new ways of working and learning”, Asia-Pacific Journal of Teacher Education. 34(1) 57-71.
DOI: http://doi.org/10.1080/13598660500480142 - MAYER, DE (2006) “Research funding in the U.S.: Implications for teacher education research”, Teacher Education Quarterly.
- Macdonald, D, Mitchell, J, Mayer, D (2006) “Professional standards for physical education teachers’ professional development: technologies for performance?”, Physical Education & Sport Pedagogy. 11(3) 231-246.
DOI: http://doi.org/10.1080/17408980600986298 - Mayer, D, Mitchell, J, Macdonald, D, Bell, R (2005) “Professional standards for teachers: a case study of professional learning”, Asia-Pacific Journal of Teacher Education. 33(2) 159-179.
DOI: http://doi.org/10.1080/13598660500121977 - MAYER, DE (2005) “Reviving the ‘Policy Bargain’ discussion: The status of professional accountability and the contribution of teacher performance assessment”, The Clearing House.
- Shaw, P, Sharp, C, McDonald, S, Mitchell, J, Mayer, D, Darling, LF (2003) “Broadening Conceptions of Curriculum for Young People: Reports from three student-teachers on exchange”, Teaching Education. 14(1) 83-104.
DOI: http://doi.org/10.1080/10476210309386 - Doherty, C, MAYER, DE (2003) “E-mail as a “contact zone” for teacher-student relationships”, Journal of adolescent and adult literacy.
- Mitchell, J, Kapitzke, C, Mayer, D, Carrington, V, Stevens, L, Bahr, N, Pendergast, D, Hunter, L (2003) “Aligning school reform and teacher education reform in the middle years: An australian case study”, Teaching Education. 14(1) 69-82.
DOI: http://doi.org/10.1080/10476210309389 - Kennedy, KJ, Jimenez, S, Mayer, D, Mellor, S, Smith, J (2002) “Teachers ’ conversations about civic education: Policy and practice in Australian schools”, Asia Pacific Education Review. 3(1) 69-82.
DOI: http://doi.org/10.1007/bf03024922 - Mayer, D (2002) “An Electronic Lifeline: Information and communication technologies in a teacher education internship”, Asia-Pacific Journal of Teacher Education. 30(2) 181-195.
DOI: http://doi.org/10.1080/13598660220135685 - Kapitzke, C, Bogitini, S, Chen, M, MacNeill, G, MAYER, DE, Muirhead, B, Renshaw, P (2001) “Weaving words with the Dreamweaver: Literacy, indigeneity, and technology”, Journal of Adolescent and Adult Literacy.
- Luke, A, Luke, C, Mayer, D (2000) “Redesigning Teacher Education”, Teaching Education. 21(1) 5-11.
DOI: http://doi.org/10.1080/10476210050020318 - Mayer, D “Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century”, Waikato Journal of Education. 18(1)
DOI: http://doi.org/10.15663/wje.v18i1.133
- Reports
- MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Technical Report.
- MAYER, DE, Allard, A, Bates, R, Dixon, M, Doecke, B, Hodder, P, Kline, J, Kostogriz, A, Rowan, L, Walker-Gibbs, B, White, S (2015) Studying the Effectiveness of Teacher Education (SETE) Final Report.
- MAYER, DE, Doecke, B, Ho, P, Kline, J, Moss, J, Kostogriz, A, North, S, Walker-Gibbs, B (2013) Longitudinal Teacher Education and Workforce Study (LTEWS) Final Report.
- Allard, A, White, S, Dixon, M, Galitis, I, Hutchinson, K, Kline, J, Loughlin, J, MAYER, DE (2011) Building effective school-university partnerships for a quality teacher workforce: A Victorian led initiative..
- Dixon, M, MAYER, DE, Gallant, A, Allard, A (2011) Authentically Assessing Beginning Teaching: Professional Standards and Teacher Performance Assessment. The Deakin Authentic Teacher Assessment (ATA).
Judith Hillier has been at the University of Oxford Department of Education since 2007, where she leads the science PGCE programme, teaches on the Masters in Learning and Teaching and the Masters in Teacher Education, and also runs the Teaching Physics in Schools option for 2nd year physics undergraduates.
She is Fellow and Vice-President of Kellogg College, Oxford. Prior to that, after completing a degree in Physics at the University of St Andrews and her PhD in condensed matter physics from the University of Leeds and the Institut Laue Langevin, Grenoble, Judith studied on the Oxford PGCE programme and taught for several years in an Oxfordshire comprehensive school, becoming Key Stage 3 Co-ordinator. Judith’s research interests lie in the education of science teachers, the recruitment and retention of physics teachers, the role of language in the development of scientific explanations in the classroom, and gender and diversity in STEM education. She is on the Editorial Boards for Research in Science and Technological Education and for Physics Education, and has conducted the evaluations for the Conference for Undergraduate Women in Physics for the Institute of Physics for the last 7 years. She has mentored at the 2020 and 2021 European Science Education Research Association Doctoral Summer Schools, and was part of the local organising committee in 2020.
Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.
He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).
Ian Thompson is an Associate Professor of English Education at the Department of Education and Director of the PGCE course. He is joint convenor of the Oxford Centre for Sociocultural and Activity Theory Research (OSAT) and a Fellow of St. Hugh’s College. He is also a member of the university’s English Faculty. Ian is currently co-PI on the £2.55 million ESRC funded project Excluded Lives: the Political Economies of School Exclusion and their Consequences.
After completing English Literature degrees at the Universities of Leicester and Victoria (Canada) Ian worked as a journalist, lecturer and theatre director. He then taught English for sixteen years in comprehensive secondary schools. Ian studied part time at the University of Bristol and completed his PhD in Education in 2010.
Ian was appointed to his post at the University of Oxford in 2011 where he teaches on the PGCE English course and on the MSc in Learning and Teaching. Ian also supervises several DPhil students. Ian has been PI and co-investigator on several mixed methods and qualitative research projects. These projects include: Collaboration for Teaching and Learning; The Effectiveness of Arts Based Approaches in Engaging with Disaffected Young People; and Disparities in School Exclusion across the UK. He was a core member of the recent BERA Commission for Poverty and Policy Advocacy. In his current research, Ian focuses on English pedagogy, school exclusion, initial teacher education, learning, and social justice in education from a Vygotskian and cultural historical theoretical perspective.
He publishes widely in the fields of cultural historical research, social justice in education, English education, and initial teacher education. Ian is currently Vice-President of the International Society for Cultural-Historical Activity Research.
Gabriel Stylianides is Professor of Mathematics Education at the Department of Education and a Fellow of Worcester College. He is the convenor of Oxford’s Subject Pedagogy Research Group and a Fellow of the Academy of Social Sciences.
His research focuses on issues related to designing and scaling-up effective classroom-based interventions in both school and teacher education settings. The aim of these interventions is to address issues of practice related to both cognitive and affective aspects of students’ (including preservice teachers’) engagement in the fundamental mathematical practices of mathematical reasoning, proving, problem solving, problem posing, and algebraic thinking. In pursuing his primary research interests he also addressed issues related to task design and implementation, curricular resources (including textbooks), technological environments (including intelligent tutoring systems), and methodology (including design experiments and vignette design).
His research projects have been supported by various funding bodies: the US National Science Foundation (NSF), the US Institute of Educational Sciences (IES), the Education Endowment Foundation (EEF), the Department for Education (DfE) in England, the Spencer Foundation, the Norwegian Research Council, and Oxford’s John Fell Fund.
He was a Guest Editor or co-Editor of several special issues published in different international research journals: a special issue on classroom-based interventions in mathematics education that was published in ZDM – The International Journal on Mathematics Education, a special issue on the place of reasoning-and-proving in mathematics textbooks at different levels of education including teacher education that was published in the International Journal of Educational Research, and a special issue on research-based interventions in the area of proof that was published in Educational Studies in Mathematics. He was an Editor of Research in Mathematics Education and is currently an Editorial Board member of the Journal of Mathematical Behavior, the International Journal of Educational Research, the Elementary School Journal, and the Asian Journal for Mathematics Education. He is an Advisory Board member of the International GeoGebra Institute, and he (co)chaired topic study or working groups in major European or international congresses, notably, the International Congress on Mathematical Education (ICME) and the Congress of the European Society for Research in Mathematics Education (CERME).
He received an American Educational Research Association SIG/RME Publication Award for his 2009 article Reasoning-and-Proving in School Mathematics Textbooks.