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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.

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, 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, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography 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, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led 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. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.

Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.

 

ACADEMIC QUALIFICATIONS
2009 – 2013 School of Education and Social Policy, The University of Sydney

DPhil (APAI scholarship, ARC funded, full-time)
2002 – 2004 School of Education and Social Policy, The University of Sydney

Masters in Education (with Merit)
1993 School of Education and Social Policy, The University of Sydney

Diploma of Education
1988 Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)
1983 – 1986 The University of Wollongong, NSW, Australia,

Bachelor of Commerce (accountancy & finance: double major)

 

RESEARCH

BOOKS

  1. Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
  2. Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.

 

JOURNAL ARTICLES

  1. Wan, Z.H., English, L., So, W.W.M., Skilling, K.  STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
  2. Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
  3. Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
  4. Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493.  http://dx.doi.org/10.1007/s13394-020-00313-2
  5. Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
  6. Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
  7. Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
  8. Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
  9. Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x

 

BOOK CHAPTERS

  1. Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
  2. Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
  3. Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
  4. Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
  5. Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
  6. Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.

 

IN PREPARATION

  1. Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
  2. Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
  3. Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
  4. Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
  5. Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).

 

CURRENT PHD SUPERVISIONS

Current

  • Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
  • Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
  • Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)  

Completed in 2021

  • Sandra Takei,  King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages

 

AWARDS

Visiting Fellow at King’s College London (2019 – current)

HEA Fellow since August 2016

Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)

Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)

Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)

 

CONFERENCE PAPERS AND PRESENTATIONS (selected)

Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.

Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.

Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.

Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.

Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).

Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).

Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].

Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K.,  and Viitala, H.(2019).  Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.

Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.

Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.

Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.

Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.

Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement. In Anderson, J., Cavanagh, M., & Prescott, A., Curriculum in Focus: Research guided practice. (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, pp. 589-596). Sydney, NSW: MERGA. Skilling, K. and Mason, J. (2014) Spaces and Values: What is Available to be Adopted by Students. In Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: SMDF. ISBN: 978-91-973934-9-2, ISSN: 1651-3274.

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the 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
    • 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
    • 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
  • Books
    • 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, 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.
  • 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
  • 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 the Subject Pedagogy Research Group and the Director of Doctoral Research.

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, 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.

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.

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, 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, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography 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, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led 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. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.

Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.

 

ACADEMIC QUALIFICATIONS
2009 – 2013 School of Education and Social Policy, The University of Sydney

DPhil (APAI scholarship, ARC funded, full-time)
2002 – 2004 School of Education and Social Policy, The University of Sydney

Masters in Education (with Merit)
1993 School of Education and Social Policy, The University of Sydney

Diploma of Education
1988 Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)
1983 – 1986 The University of Wollongong, NSW, Australia,

Bachelor of Commerce (accountancy & finance: double major)

 

RESEARCH

BOOKS

  1. Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
  2. Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.

 

JOURNAL ARTICLES

  1. Wan, Z.H., English, L., So, W.W.M., Skilling, K.  STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
  2. Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
  3. Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
  4. Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493.  http://dx.doi.org/10.1007/s13394-020-00313-2
  5. Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
  6. Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
  7. Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
  8. Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
  9. Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x

 

BOOK CHAPTERS

  1. Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
  2. Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
  3. Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
  4. Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
  5. Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
  6. Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.

 

IN PREPARATION

  1. Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
  2. Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
  3. Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
  4. Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
  5. Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).

 

CURRENT PHD SUPERVISIONS

Current

  • Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
  • Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
  • Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)  

Completed in 2021

  • Sandra Takei,  King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages

 

AWARDS

Visiting Fellow at King’s College London (2019 – current)

HEA Fellow since August 2016

Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)

Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)

Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)

 

CONFERENCE PAPERS AND PRESENTATIONS (selected)

Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.

Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.

Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.

Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.

Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).

Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).

Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].

Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K.,  and Viitala, H.(2019).  Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.

Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.

Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.

Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.

Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.

Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement. In Anderson, J., Cavanagh, M., & Prescott, A., Curriculum in Focus: Research guided practice. (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, pp. 589-596). Sydney, NSW: MERGA. Skilling, K. and Mason, J. (2014) Spaces and Values: What is Available to be Adopted by Students. In Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: SMDF. ISBN: 978-91-973934-9-2, ISSN: 1651-3274.

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the 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
    • 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
    • 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
  • Books
    • 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, 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.
  • 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
  • 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 the Subject Pedagogy Research Group and the Director of Doctoral Research.

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, 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.

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.

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, 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, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography 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, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led 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. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.

Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.

 

ACADEMIC QUALIFICATIONS
2009 – 2013 School of Education and Social Policy, The University of Sydney

DPhil (APAI scholarship, ARC funded, full-time)
2002 – 2004 School of Education and Social Policy, The University of Sydney

Masters in Education (with Merit)
1993 School of Education and Social Policy, The University of Sydney

Diploma of Education
1988 Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)
1983 – 1986 The University of Wollongong, NSW, Australia,

Bachelor of Commerce (accountancy & finance: double major)

 

RESEARCH

BOOKS

  1. Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
  2. Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.

 

JOURNAL ARTICLES

  1. Wan, Z.H., English, L., So, W.W.M., Skilling, K.  STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
  2. Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
  3. Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
  4. Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493.  http://dx.doi.org/10.1007/s13394-020-00313-2
  5. Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
  6. Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
  7. Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
  8. Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
  9. Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x

 

BOOK CHAPTERS

  1. Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
  2. Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
  3. Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
  4. Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
  5. Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
  6. Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.

 

IN PREPARATION

  1. Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
  2. Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
  3. Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
  4. Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
  5. Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).

 

CURRENT PHD SUPERVISIONS

Current

  • Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
  • Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
  • Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)  

Completed in 2021

  • Sandra Takei,  King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages

 

AWARDS

Visiting Fellow at King’s College London (2019 – current)

HEA Fellow since August 2016

Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)

Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)

Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)

 

CONFERENCE PAPERS AND PRESENTATIONS (selected)

Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.

Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.

Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.

Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.

Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).

Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).

Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].

Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K.,  and Viitala, H.(2019).  Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.

Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.

Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.

Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.

Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.

Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement. In Anderson, J., Cavanagh, M., & Prescott, A., Curriculum in Focus: Research guided practice. (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, pp. 589-596). Sydney, NSW: MERGA. Skilling, K. and Mason, J. (2014) Spaces and Values: What is Available to be Adopted by Students. In Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: SMDF. ISBN: 978-91-973934-9-2, ISSN: 1651-3274.

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the 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
    • 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
    • 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
  • Books
    • 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, 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.
  • 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
  • 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 the Subject Pedagogy Research Group and the Director of Doctoral Research.

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, 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.

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.

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, 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, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography 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, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led 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. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.

Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.

 

ACADEMIC QUALIFICATIONS
2009 – 2013 School of Education and Social Policy, The University of Sydney

DPhil (APAI scholarship, ARC funded, full-time)
2002 – 2004 School of Education and Social Policy, The University of Sydney

Masters in Education (with Merit)
1993 School of Education and Social Policy, The University of Sydney

Diploma of Education
1988 Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)
1983 – 1986 The University of Wollongong, NSW, Australia,

Bachelor of Commerce (accountancy & finance: double major)

 

RESEARCH

BOOKS

  1. Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
  2. Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.

 

JOURNAL ARTICLES

  1. Wan, Z.H., English, L., So, W.W.M., Skilling, K.  STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
  2. Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
  3. Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
  4. Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493.  http://dx.doi.org/10.1007/s13394-020-00313-2
  5. Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
  6. Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
  7. Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
  8. Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
  9. Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x

 

BOOK CHAPTERS

  1. Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
  2. Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
  3. Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
  4. Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
  5. Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
  6. Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.

 

IN PREPARATION

  1. Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
  2. Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
  3. Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
  4. Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
  5. Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).

 

CURRENT PHD SUPERVISIONS

Current

  • Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
  • Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
  • Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)  

Completed in 2021

  • Sandra Takei,  King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages

 

AWARDS

Visiting Fellow at King’s College London (2019 – current)

HEA Fellow since August 2016

Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)

Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)

Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)

 

CONFERENCE PAPERS AND PRESENTATIONS (selected)

Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.

Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.

Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.

Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.

Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).

Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).

Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].

Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K.,  and Viitala, H.(2019).  Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.

Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.

Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.

Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.

Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.

Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement. In Anderson, J., Cavanagh, M., & Prescott, A., Curriculum in Focus: Research guided practice. (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, pp. 589-596). Sydney, NSW: MERGA. Skilling, K. and Mason, J. (2014) Spaces and Values: What is Available to be Adopted by Students. In Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: SMDF. ISBN: 978-91-973934-9-2, ISSN: 1651-3274.

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the 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
    • 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
    • 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
  • Books
    • 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, 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.
  • 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
  • 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 the Subject Pedagogy Research Group and the Director of Doctoral Research.

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, 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.

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.

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, 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, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography 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, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led 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. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.

Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.

 

ACADEMIC QUALIFICATIONS
2009 – 2013 School of Education and Social Policy, The University of Sydney

DPhil (APAI scholarship, ARC funded, full-time)
2002 – 2004 School of Education and Social Policy, The University of Sydney

Masters in Education (with Merit)
1993 School of Education and Social Policy, The University of Sydney

Diploma of Education
1988 Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)
1983 – 1986 The University of Wollongong, NSW, Australia,

Bachelor of Commerce (accountancy & finance: double major)

 

RESEARCH

BOOKS

  1. Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
  2. Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.

 

JOURNAL ARTICLES

  1. Wan, Z.H., English, L., So, W.W.M., Skilling, K.  STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
  2. Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
  3. Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
  4. Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493.  http://dx.doi.org/10.1007/s13394-020-00313-2
  5. Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
  6. Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
  7. Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
  8. Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
  9. Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x

 

BOOK CHAPTERS

  1. Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
  2. Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
  3. Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
  4. Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
  5. Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
  6. Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.

 

IN PREPARATION

  1. Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
  2. Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
  3. Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
  4. Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
  5. Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).

 

CURRENT PHD SUPERVISIONS

Current

  • Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
  • Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
  • Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)  

Completed in 2021

  • Sandra Takei,  King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages

 

AWARDS

Visiting Fellow at King’s College London (2019 – current)

HEA Fellow since August 2016

Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)

Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)

Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)

 

CONFERENCE PAPERS AND PRESENTATIONS (selected)

Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.

Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.

Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.

Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.

Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).

Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).

Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].

Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K.,  and Viitala, H.(2019).  Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.

Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.

Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.

Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.

Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.

Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement. In Anderson, J., Cavanagh, M., & Prescott, A., Curriculum in Focus: Research guided practice. (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, pp. 589-596). Sydney, NSW: MERGA. Skilling, K. and Mason, J. (2014) Spaces and Values: What is Available to be Adopted by Students. In Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: SMDF. ISBN: 978-91-973934-9-2, ISSN: 1651-3274.

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the 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
    • 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
    • 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
  • Books
    • 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, 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.
  • 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
  • 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 the Subject Pedagogy Research Group and the Director of Doctoral Research.

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, 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.

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.

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, 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, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography 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, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led 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. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.

Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.

 

ACADEMIC QUALIFICATIONS
2009 – 2013 School of Education and Social Policy, The University of Sydney

DPhil (APAI scholarship, ARC funded, full-time)
2002 – 2004 School of Education and Social Policy, The University of Sydney

Masters in Education (with Merit)
1993 School of Education and Social Policy, The University of Sydney

Diploma of Education
1988 Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)
1983 – 1986 The University of Wollongong, NSW, Australia,

Bachelor of Commerce (accountancy & finance: double major)

 

RESEARCH

BOOKS

  1. Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
  2. Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.

 

JOURNAL ARTICLES

  1. Wan, Z.H., English, L., So, W.W.M., Skilling, K.  STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
  2. Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
  3. Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
  4. Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493.  http://dx.doi.org/10.1007/s13394-020-00313-2
  5. Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
  6. Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
  7. Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
  8. Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
  9. Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x

 

BOOK CHAPTERS

  1. Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
  2. Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
  3. Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
  4. Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
  5. Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
  6. Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.

 

IN PREPARATION

  1. Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
  2. Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
  3. Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
  4. Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
  5. Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).

 

CURRENT PHD SUPERVISIONS

Current

  • Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
  • Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
  • Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)  

Completed in 2021

  • Sandra Takei,  King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages

 

AWARDS

Visiting Fellow at King’s College London (2019 – current)

HEA Fellow since August 2016

Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)

Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)

Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)

 

CONFERENCE PAPERS AND PRESENTATIONS (selected)

Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.

Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.

Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.

Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.

Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).

Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).

Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].

Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K.,  and Viitala, H.(2019).  Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.

Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.

Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.

Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.

Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.

Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement. In Anderson, J., Cavanagh, M., & Prescott, A., Curriculum in Focus: Research guided practice. (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, pp. 589-596). Sydney, NSW: MERGA. Skilling, K. and Mason, J. (2014) Spaces and Values: What is Available to be Adopted by Students. In Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: SMDF. ISBN: 978-91-973934-9-2, ISSN: 1651-3274.

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the 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
    • 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
    • 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
  • Books
    • 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, 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.
  • 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
  • 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 the Subject Pedagogy Research Group and the Director of Doctoral Research.

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, 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.

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.

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, 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, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography 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, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led 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. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.

Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.

 

ACADEMIC QUALIFICATIONS
2009 – 2013 School of Education and Social Policy, The University of Sydney

DPhil (APAI scholarship, ARC funded, full-time)
2002 – 2004 School of Education and Social Policy, The University of Sydney

Masters in Education (with Merit)
1993 School of Education and Social Policy, The University of Sydney

Diploma of Education
1988 Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)
1983 – 1986 The University of Wollongong, NSW, Australia,

Bachelor of Commerce (accountancy & finance: double major)

 

RESEARCH

BOOKS

  1. Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
  2. Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.

 

JOURNAL ARTICLES

  1. Wan, Z.H., English, L., So, W.W.M., Skilling, K.  STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
  2. Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
  3. Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
  4. Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493.  http://dx.doi.org/10.1007/s13394-020-00313-2
  5. Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
  6. Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
  7. Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
  8. Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
  9. Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x

 

BOOK CHAPTERS

  1. Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
  2. Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
  3. Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
  4. Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
  5. Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
  6. Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.

 

IN PREPARATION

  1. Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
  2. Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
  3. Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
  4. Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
  5. Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).

 

CURRENT PHD SUPERVISIONS

Current

  • Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
  • Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
  • Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)  

Completed in 2021

  • Sandra Takei,  King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages

 

AWARDS

Visiting Fellow at King’s College London (2019 – current)

HEA Fellow since August 2016

Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)

Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)

Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)

 

CONFERENCE PAPERS AND PRESENTATIONS (selected)

Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.

Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.

Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.

Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.

Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).

Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).

Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].

Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K.,  and Viitala, H.(2019).  Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.

Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.

Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.

Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.

Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.

Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement. In Anderson, J., Cavanagh, M., & Prescott, A., Curriculum in Focus: Research guided practice. (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, pp. 589-596). Sydney, NSW: MERGA. Skilling, K. and Mason, J. (2014) Spaces and Values: What is Available to be Adopted by Students. In Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: SMDF. ISBN: 978-91-973934-9-2, ISSN: 1651-3274.

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the 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
    • 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
    • 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
  • Books
    • 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, 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.
  • 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
  • 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 the Subject Pedagogy Research Group and the Director of Doctoral Research.

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, 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.

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.

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, 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, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography 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, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led 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. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.

Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.

 

ACADEMIC QUALIFICATIONS
2009 – 2013 School of Education and Social Policy, The University of Sydney

DPhil (APAI scholarship, ARC funded, full-time)
2002 – 2004 School of Education and Social Policy, The University of Sydney

Masters in Education (with Merit)
1993 School of Education and Social Policy, The University of Sydney

Diploma of Education
1988 Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)
1983 – 1986 The University of Wollongong, NSW, Australia,

Bachelor of Commerce (accountancy & finance: double major)

 

RESEARCH

BOOKS

  1. Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
  2. Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.

 

JOURNAL ARTICLES

  1. Wan, Z.H., English, L., So, W.W.M., Skilling, K.  STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
  2. Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
  3. Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
  4. Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493.  http://dx.doi.org/10.1007/s13394-020-00313-2
  5. Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
  6. Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
  7. Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
  8. Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
  9. Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x

 

BOOK CHAPTERS

  1. Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
  2. Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
  3. Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
  4. Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
  5. Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
  6. Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.

 

IN PREPARATION

  1. Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
  2. Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
  3. Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
  4. Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
  5. Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).

 

CURRENT PHD SUPERVISIONS

Current

  • Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
  • Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
  • Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)  

Completed in 2021

  • Sandra Takei,  King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages

 

AWARDS

Visiting Fellow at King’s College London (2019 – current)

HEA Fellow since August 2016

Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)

Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)

Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)

 

CONFERENCE PAPERS AND PRESENTATIONS (selected)

Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.

Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.

Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.

Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.

Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).

Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).

Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].

Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K.,  and Viitala, H.(2019).  Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.

Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.

Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.

Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.

Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.

Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement. In Anderson, J., Cavanagh, M., & Prescott, A., Curriculum in Focus: Research guided practice. (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, pp. 589-596). Sydney, NSW: MERGA. Skilling, K. and Mason, J. (2014) Spaces and Values: What is Available to be Adopted by Students. In Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: SMDF. ISBN: 978-91-973934-9-2, ISSN: 1651-3274.

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the 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
    • 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
    • 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
  • Books
    • 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, 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.
  • 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
  • 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 the Subject Pedagogy Research Group and the Director of Doctoral Research.

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, 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.

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.

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, 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, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography 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, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led 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. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.

Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.

 

ACADEMIC QUALIFICATIONS
2009 – 2013 School of Education and Social Policy, The University of Sydney

DPhil (APAI scholarship, ARC funded, full-time)
2002 – 2004 School of Education and Social Policy, The University of Sydney

Masters in Education (with Merit)
1993 School of Education and Social Policy, The University of Sydney

Diploma of Education
1988 Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)
1983 – 1986 The University of Wollongong, NSW, Australia,

Bachelor of Commerce (accountancy & finance: double major)

 

RESEARCH

BOOKS

  1. Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
  2. Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.

 

JOURNAL ARTICLES

  1. Wan, Z.H., English, L., So, W.W.M., Skilling, K.  STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
  2. Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
  3. Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
  4. Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493.  http://dx.doi.org/10.1007/s13394-020-00313-2
  5. Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
  6. Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
  7. Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
  8. Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
  9. Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x

 

BOOK CHAPTERS

  1. Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
  2. Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
  3. Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
  4. Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
  5. Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
  6. Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.

 

IN PREPARATION

  1. Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
  2. Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
  3. Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
  4. Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
  5. Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).

 

CURRENT PHD SUPERVISIONS

Current

  • Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
  • Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
  • Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)  

Completed in 2021

  • Sandra Takei,  King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages

 

AWARDS

Visiting Fellow at King’s College London (2019 – current)

HEA Fellow since August 2016

Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)

Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)

Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)

 

CONFERENCE PAPERS AND PRESENTATIONS (selected)

Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.

Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.

Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.

Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.

Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).

Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).

Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].

Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K.,  and Viitala, H.(2019).  Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.

Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.

Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.

Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.

Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.

Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement. In Anderson, J., Cavanagh, M., & Prescott, A., Curriculum in Focus: Research guided practice. (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, pp. 589-596). Sydney, NSW: MERGA. Skilling, K. and Mason, J. (2014) Spaces and Values: What is Available to be Adopted by Students. In Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: SMDF. ISBN: 978-91-973934-9-2, ISSN: 1651-3274.

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the 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
    • 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
    • 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
  • Books
    • 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, 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.
  • 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
  • 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 the Subject Pedagogy Research Group and the Director of Doctoral Research.

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, 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.

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.

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, 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, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography 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, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led 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. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.

Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.

 

ACADEMIC QUALIFICATIONS
2009 – 2013 School of Education and Social Policy, The University of Sydney

DPhil (APAI scholarship, ARC funded, full-time)
2002 – 2004 School of Education and Social Policy, The University of Sydney

Masters in Education (with Merit)
1993 School of Education and Social Policy, The University of Sydney

Diploma of Education
1988 Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)
1983 – 1986 The University of Wollongong, NSW, Australia,

Bachelor of Commerce (accountancy & finance: double major)

 

RESEARCH

BOOKS

  1. Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
  2. Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.

 

JOURNAL ARTICLES

  1. Wan, Z.H., English, L., So, W.W.M., Skilling, K.  STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
  2. Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
  3. Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
  4. Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493.  http://dx.doi.org/10.1007/s13394-020-00313-2
  5. Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
  6. Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
  7. Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
  8. Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
  9. Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x

 

BOOK CHAPTERS

  1. Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
  2. Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
  3. Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
  4. Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
  5. Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
  6. Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.

 

IN PREPARATION

  1. Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
  2. Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
  3. Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
  4. Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
  5. Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).

 

CURRENT PHD SUPERVISIONS

Current

  • Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
  • Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
  • Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)  

Completed in 2021

  • Sandra Takei,  King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages

 

AWARDS

Visiting Fellow at King’s College London (2019 – current)

HEA Fellow since August 2016

Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)

Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)

Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)

 

CONFERENCE PAPERS AND PRESENTATIONS (selected)

Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.

Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.

Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.

Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.

Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).

Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).

Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].

Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K.,  and Viitala, H.(2019).  Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.

Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.

Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.

Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.

Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.

Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement. In Anderson, J., Cavanagh, M., & Prescott, A., Curriculum in Focus: Research guided practice. (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, pp. 589-596). Sydney, NSW: MERGA. Skilling, K. and Mason, J. (2014) Spaces and Values: What is Available to be Adopted by Students. In Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: SMDF. ISBN: 978-91-973934-9-2, ISSN: 1651-3274.

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the 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
    • 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
    • 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
  • Books
    • 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, 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.
  • 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
  • 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 the Subject Pedagogy Research Group and the Director of Doctoral Research.

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, 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.

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.

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, 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, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography 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, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led 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. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.

Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.

 

ACADEMIC QUALIFICATIONS
2009 – 2013 School of Education and Social Policy, The University of Sydney

DPhil (APAI scholarship, ARC funded, full-time)
2002 – 2004 School of Education and Social Policy, The University of Sydney

Masters in Education (with Merit)
1993 School of Education and Social Policy, The University of Sydney

Diploma of Education
1988 Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)
1983 – 1986 The University of Wollongong, NSW, Australia,

Bachelor of Commerce (accountancy & finance: double major)

 

RESEARCH

BOOKS

  1. Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
  2. Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.

 

JOURNAL ARTICLES

  1. Wan, Z.H., English, L., So, W.W.M., Skilling, K.  STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
  2. Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
  3. Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
  4. Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493.  http://dx.doi.org/10.1007/s13394-020-00313-2
  5. Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
  6. Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
  7. Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
  8. Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
  9. Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x

 

BOOK CHAPTERS

  1. Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
  2. Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
  3. Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
  4. Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
  5. Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
  6. Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.

 

IN PREPARATION

  1. Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
  2. Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
  3. Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
  4. Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
  5. Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).

 

CURRENT PHD SUPERVISIONS

Current

  • Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
  • Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
  • Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)  

Completed in 2021

  • Sandra Takei,  King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages

 

AWARDS

Visiting Fellow at King’s College London (2019 – current)

HEA Fellow since August 2016

Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)

Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)

Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)

 

CONFERENCE PAPERS AND PRESENTATIONS (selected)

Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.

Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.

Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.

Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.

Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).

Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).

Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].

Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K.,  and Viitala, H.(2019).  Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.

Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.

Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.

Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.

Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.

Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement. In Anderson, J., Cavanagh, M., & Prescott, A., Curriculum in Focus: Research guided practice. (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, pp. 589-596). Sydney, NSW: MERGA. Skilling, K. and Mason, J. (2014) Spaces and Values: What is Available to be Adopted by Students. In Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: SMDF. ISBN: 978-91-973934-9-2, ISSN: 1651-3274.

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the 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
    • 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
    • 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
  • Books
    • 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, 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.
  • 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
  • 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 the Subject Pedagogy Research Group and the Director of Doctoral Research.

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, 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.

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.

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, 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, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography 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, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led 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. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.

Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.

 

ACADEMIC QUALIFICATIONS
2009 – 2013 School of Education and Social Policy, The University of Sydney

DPhil (APAI scholarship, ARC funded, full-time)
2002 – 2004 School of Education and Social Policy, The University of Sydney

Masters in Education (with Merit)
1993 School of Education and Social Policy, The University of Sydney

Diploma of Education
1988 Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)
1983 – 1986 The University of Wollongong, NSW, Australia,

Bachelor of Commerce (accountancy & finance: double major)

 

RESEARCH

BOOKS

  1. Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
  2. Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.

 

JOURNAL ARTICLES

  1. Wan, Z.H., English, L., So, W.W.M., Skilling, K.  STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
  2. Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
  3. Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
  4. Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493.  http://dx.doi.org/10.1007/s13394-020-00313-2
  5. Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
  6. Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
  7. Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
  8. Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
  9. Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x

 

BOOK CHAPTERS

  1. Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
  2. Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
  3. Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
  4. Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
  5. Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
  6. Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.

 

IN PREPARATION

  1. Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
  2. Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
  3. Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
  4. Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
  5. Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).

 

CURRENT PHD SUPERVISIONS

Current

  • Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
  • Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
  • Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)  

Completed in 2021

  • Sandra Takei,  King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages

 

AWARDS

Visiting Fellow at King’s College London (2019 – current)

HEA Fellow since August 2016

Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)

Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)

Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)

 

CONFERENCE PAPERS AND PRESENTATIONS (selected)

Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.

Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.

Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.

Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.

Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).

Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).

Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].

Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K.,  and Viitala, H.(2019).  Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.

Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.

Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.

Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.

Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.

Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement. In Anderson, J., Cavanagh, M., & Prescott, A., Curriculum in Focus: Research guided practice. (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, pp. 589-596). Sydney, NSW: MERGA. Skilling, K. and Mason, J. (2014) Spaces and Values: What is Available to be Adopted by Students. In Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: SMDF. ISBN: 978-91-973934-9-2, ISSN: 1651-3274.

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the 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
    • 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
    • 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
  • Books
    • 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, 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.
  • 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
  • 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 the Subject Pedagogy Research Group and the Director of Doctoral Research.

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, 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.

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.

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, 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, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography 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, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led 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. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.

Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.

 

ACADEMIC QUALIFICATIONS
2009 – 2013 School of Education and Social Policy, The University of Sydney

DPhil (APAI scholarship, ARC funded, full-time)
2002 – 2004 School of Education and Social Policy, The University of Sydney

Masters in Education (with Merit)
1993 School of Education and Social Policy, The University of Sydney

Diploma of Education
1988 Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)
1983 – 1986 The University of Wollongong, NSW, Australia,

Bachelor of Commerce (accountancy & finance: double major)

 

RESEARCH

BOOKS

  1. Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
  2. Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.

 

JOURNAL ARTICLES

  1. Wan, Z.H., English, L., So, W.W.M., Skilling, K.  STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
  2. Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
  3. Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
  4. Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493.  http://dx.doi.org/10.1007/s13394-020-00313-2
  5. Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
  6. Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
  7. Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
  8. Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
  9. Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x

 

BOOK CHAPTERS

  1. Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
  2. Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
  3. Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
  4. Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
  5. Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
  6. Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.

 

IN PREPARATION

  1. Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
  2. Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
  3. Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
  4. Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
  5. Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).

 

CURRENT PHD SUPERVISIONS

Current

  • Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
  • Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
  • Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)  

Completed in 2021

  • Sandra Takei,  King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages

 

AWARDS

Visiting Fellow at King’s College London (2019 – current)

HEA Fellow since August 2016

Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)

Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)

Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)

 

CONFERENCE PAPERS AND PRESENTATIONS (selected)

Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.

Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.

Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.

Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.

Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).

Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).

Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].

Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K.,  and Viitala, H.(2019).  Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.

Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.

Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.

Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.

Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.

Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement. In Anderson, J., Cavanagh, M., & Prescott, A., Curriculum in Focus: Research guided practice. (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, pp. 589-596). Sydney, NSW: MERGA. Skilling, K. and Mason, J. (2014) Spaces and Values: What is Available to be Adopted by Students. In Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: SMDF. ISBN: 978-91-973934-9-2, ISSN: 1651-3274.

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the 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
    • 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
    • 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
  • Books
    • 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, 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.
  • 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
  • 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 the Subject Pedagogy Research Group and the Director of Doctoral Research.

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, 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.

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.

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, 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, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography 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, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led 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. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.

Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.

 

ACADEMIC QUALIFICATIONS
2009 – 2013 School of Education and Social Policy, The University of Sydney

DPhil (APAI scholarship, ARC funded, full-time)
2002 – 2004 School of Education and Social Policy, The University of Sydney

Masters in Education (with Merit)
1993 School of Education and Social Policy, The University of Sydney

Diploma of Education
1988 Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)
1983 – 1986 The University of Wollongong, NSW, Australia,

Bachelor of Commerce (accountancy & finance: double major)

 

RESEARCH

BOOKS

  1. Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
  2. Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.

 

JOURNAL ARTICLES

  1. Wan, Z.H., English, L., So, W.W.M., Skilling, K.  STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
  2. Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
  3. Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
  4. Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493.  http://dx.doi.org/10.1007/s13394-020-00313-2
  5. Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
  6. Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
  7. Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
  8. Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
  9. Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x

 

BOOK CHAPTERS

  1. Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
  2. Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
  3. Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
  4. Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
  5. Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
  6. Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.

 

IN PREPARATION

  1. Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
  2. Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
  3. Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
  4. Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
  5. Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).

 

CURRENT PHD SUPERVISIONS

Current

  • Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
  • Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
  • Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)  

Completed in 2021

  • Sandra Takei,  King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages

 

AWARDS

Visiting Fellow at King’s College London (2019 – current)

HEA Fellow since August 2016

Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)

Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)

Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)

 

CONFERENCE PAPERS AND PRESENTATIONS (selected)

Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.

Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.

Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.

Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.

Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).

Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).

Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].

Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K.,  and Viitala, H.(2019).  Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.

Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.

Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.

Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.

Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.

Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement. In Anderson, J., Cavanagh, M., & Prescott, A., Curriculum in Focus: Research guided practice. (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, pp. 589-596). Sydney, NSW: MERGA. Skilling, K. and Mason, J. (2014) Spaces and Values: What is Available to be Adopted by Students. In Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: SMDF. ISBN: 978-91-973934-9-2, ISSN: 1651-3274.

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the 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
    • 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
    • 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
  • Books
    • 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, 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.
  • 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
  • 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 the Subject Pedagogy Research Group and the Director of Doctoral Research.

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, 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.

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.

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, 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, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography 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, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led 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. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.

Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.

 

ACADEMIC QUALIFICATIONS
2009 – 2013 School of Education and Social Policy, The University of Sydney

DPhil (APAI scholarship, ARC funded, full-time)
2002 – 2004 School of Education and Social Policy, The University of Sydney

Masters in Education (with Merit)
1993 School of Education and Social Policy, The University of Sydney

Diploma of Education
1988 Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)
1983 – 1986 The University of Wollongong, NSW, Australia,

Bachelor of Commerce (accountancy & finance: double major)

 

RESEARCH

BOOKS

  1. Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
  2. Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.

 

JOURNAL ARTICLES

  1. Wan, Z.H., English, L., So, W.W.M., Skilling, K.  STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
  2. Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
  3. Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
  4. Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493.  http://dx.doi.org/10.1007/s13394-020-00313-2
  5. Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
  6. Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
  7. Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
  8. Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
  9. Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x

 

BOOK CHAPTERS

  1. Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
  2. Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
  3. Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
  4. Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
  5. Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
  6. Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.

 

IN PREPARATION

  1. Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
  2. Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
  3. Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
  4. Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
  5. Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).

 

CURRENT PHD SUPERVISIONS

Current

  • Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
  • Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
  • Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)  

Completed in 2021

  • Sandra Takei,  King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages

 

AWARDS

Visiting Fellow at King’s College London (2019 – current)

HEA Fellow since August 2016

Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)

Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)

Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)

 

CONFERENCE PAPERS AND PRESENTATIONS (selected)

Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.

Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.

Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.

Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.

Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).

Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).

Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].

Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K.,  and Viitala, H.(2019).  Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.

Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.

Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.

Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.

Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.

Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement. In Anderson, J., Cavanagh, M., & Prescott, A., Curriculum in Focus: Research guided practice. (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, pp. 589-596). Sydney, NSW: MERGA. Skilling, K. and Mason, J. (2014) Spaces and Values: What is Available to be Adopted by Students. In Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: SMDF. ISBN: 978-91-973934-9-2, ISSN: 1651-3274.

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the 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
    • 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
    • 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
  • Books
    • 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, 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.
  • 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
  • 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 the Subject Pedagogy Research Group and the Director of Doctoral Research.

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, 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.

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.

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, 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, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography 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, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led 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. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.

Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.

 

ACADEMIC QUALIFICATIONS
2009 – 2013 School of Education and Social Policy, The University of Sydney

DPhil (APAI scholarship, ARC funded, full-time)
2002 – 2004 School of Education and Social Policy, The University of Sydney

Masters in Education (with Merit)
1993 School of Education and Social Policy, The University of Sydney

Diploma of Education
1988 Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)
1983 – 1986 The University of Wollongong, NSW, Australia,

Bachelor of Commerce (accountancy & finance: double major)

 

RESEARCH

BOOKS

  1. Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
  2. Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.

 

JOURNAL ARTICLES

  1. Wan, Z.H., English, L., So, W.W.M., Skilling, K.  STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
  2. Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
  3. Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
  4. Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493.  http://dx.doi.org/10.1007/s13394-020-00313-2
  5. Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
  6. Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
  7. Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
  8. Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
  9. Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x

 

BOOK CHAPTERS

  1. Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
  2. Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
  3. Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
  4. Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
  5. Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
  6. Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.

 

IN PREPARATION

  1. Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
  2. Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
  3. Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
  4. Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
  5. Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).

 

CURRENT PHD SUPERVISIONS

Current

  • Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
  • Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
  • Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)  

Completed in 2021

  • Sandra Takei,  King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages

 

AWARDS

Visiting Fellow at King’s College London (2019 – current)

HEA Fellow since August 2016

Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)

Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)

Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)

 

CONFERENCE PAPERS AND PRESENTATIONS (selected)

Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.

Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.

Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.

Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.

Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).

Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).

Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].

Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K.,  and Viitala, H.(2019).  Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.

Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.

Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.

Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.

Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.

Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement. In Anderson, J., Cavanagh, M., & Prescott, A., Curriculum in Focus: Research guided practice. (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, pp. 589-596). Sydney, NSW: MERGA. Skilling, K. and Mason, J. (2014) Spaces and Values: What is Available to be Adopted by Students. In Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: SMDF. ISBN: 978-91-973934-9-2, ISSN: 1651-3274.

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the 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
    • 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
    • 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
  • Books
    • 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, 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.
  • 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
  • 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 the Subject Pedagogy Research Group and the Director of Doctoral Research.

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, 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.

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.

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, 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, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography 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, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led 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. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.

Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.

 

ACADEMIC QUALIFICATIONS
2009 – 2013 School of Education and Social Policy, The University of Sydney

DPhil (APAI scholarship, ARC funded, full-time)
2002 – 2004 School of Education and Social Policy, The University of Sydney

Masters in Education (with Merit)
1993 School of Education and Social Policy, The University of Sydney

Diploma of Education
1988 Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)
1983 – 1986 The University of Wollongong, NSW, Australia,

Bachelor of Commerce (accountancy & finance: double major)

 

RESEARCH

BOOKS

  1. Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
  2. Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.

 

JOURNAL ARTICLES

  1. Wan, Z.H., English, L., So, W.W.M., Skilling, K.  STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
  2. Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
  3. Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
  4. Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493.  http://dx.doi.org/10.1007/s13394-020-00313-2
  5. Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
  6. Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
  7. Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
  8. Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
  9. Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x

 

BOOK CHAPTERS

  1. Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
  2. Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
  3. Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
  4. Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
  5. Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
  6. Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.

 

IN PREPARATION

  1. Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
  2. Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
  3. Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
  4. Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
  5. Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).

 

CURRENT PHD SUPERVISIONS

Current

  • Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
  • Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
  • Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)  

Completed in 2021

  • Sandra Takei,  King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages

 

AWARDS

Visiting Fellow at King’s College London (2019 – current)

HEA Fellow since August 2016

Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)

Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)

Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)

 

CONFERENCE PAPERS AND PRESENTATIONS (selected)

Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.

Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.

Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.

Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.

Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).

Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).

Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].

Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K.,  and Viitala, H.(2019).  Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.

Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.

Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.

Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.

Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.

Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement. In Anderson, J., Cavanagh, M., & Prescott, A., Curriculum in Focus: Research guided practice. (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, pp. 589-596). Sydney, NSW: MERGA. Skilling, K. and Mason, J. (2014) Spaces and Values: What is Available to be Adopted by Students. In Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: SMDF. ISBN: 978-91-973934-9-2, ISSN: 1651-3274.

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the 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
    • 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
    • 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
  • Books
    • 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, 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.
  • 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
  • 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 the Subject Pedagogy Research Group and the Director of Doctoral Research.

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, 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.

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.

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, 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, the role of written lesson observation feedback in constructing ‘good teaching’, and knowledge in teacher education.

Steve serves on the editorial board of the journal Geography 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, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led 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. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.

Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.

 

ACADEMIC QUALIFICATIONS
2009 – 2013 School of Education and Social Policy, The University of Sydney

DPhil (APAI scholarship, ARC funded, full-time)
2002 – 2004 School of Education and Social Policy, The University of Sydney

Masters in Education (with Merit)
1993 School of Education and Social Policy, The University of Sydney

Diploma of Education
1988 Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)
1983 – 1986 The University of Wollongong, NSW, Australia,

Bachelor of Commerce (accountancy & finance: double major)

 

RESEARCH

BOOKS

  1. Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
  2. Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.

 

JOURNAL ARTICLES

  1. Wan, Z.H., English, L., So, W.W.M., Skilling, K.  STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
  2. Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
  3. Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
  4. Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493.  http://dx.doi.org/10.1007/s13394-020-00313-2
  5. Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
  6. Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
  7. Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
  8. Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
  9. Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x

 

BOOK CHAPTERS

  1. Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
  2. Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
  3. Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
  4. Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
  5. Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
  6. Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.

 

IN PREPARATION

  1. Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
  2. Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
  3. Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
  4. Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
  5. Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).

 

CURRENT PHD SUPERVISIONS

Current

  • Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
  • Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
  • Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)  

Completed in 2021

  • Sandra Takei,  King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages

 

AWARDS

Visiting Fellow at King’s College London (2019 – current)

HEA Fellow since August 2016

Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)

Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)

Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)

 

CONFERENCE PAPERS AND PRESENTATIONS (selected)

Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.

Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.

Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.

Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.

Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).

Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13th annual International Conference of Education, Research and Innovation (ICERI 2020).

Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].

Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K.,  and Viitala, H.(2019).  Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.

Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.

Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.

Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.

Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.

Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement. In Anderson, J., Cavanagh, M., & Prescott, A., Curriculum in Focus: Research guided practice. (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia, pp. 589-596). Sydney, NSW: MERGA. Skilling, K. and Mason, J. (2014) Spaces and Values: What is Available to be Adopted by Students. In Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: SMDF. ISBN: 978-91-973934-9-2, ISSN: 1651-3274.

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the 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
    • 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
    • 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
  • Books
    • 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, 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.
  • 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
  • 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 the Subject Pedagogy Research Group and the Director of Doctoral Research.

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, 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 Jo