Teaching:

• Masters in Education Studies (with pathways) level 11  
• PGDE Programme (SCQF levels 10-11)
• Teacher Education, BA(hons) programme ( levels 7-10)

Research:

Currently engaged in PhD study into Teacher professional learning communities (PLCs) which are frequently presented as a mechanism for enhancing professional knowledge and capacity in teachers.  Significant research evidence has been generated to support this view (Cordingley et al. 2005; Stoll et al. 2006, 2007; Edwards, 2012). Collaborative observational practices such as Learning Rounds, Learning Triads or Learning Walks are increasingly advocated in education and other professions as a means of supporting home-grown professional learning situated in the workplace. However, there are conflicting arguments in this debate (see Dooner et. al.(2008); Fendler (2011) Servage (2009) and Watson (2014)) and further empirical knowledge is vital to inform practice in this area and generate deeper understanding of the relationships and processes involved in PLCs, and their emergent agentic effects. This study aims to fill that gap

In discussion with Dr Mehmet Sukru Bellibas, university of Aarhus -collaboration on research and publication 

Centre for Social Ontology (UCL) - on-going participation in CR interest group

Member of the international committee of IPDA (International Professional Development Association)

Chair, IPDA Scotland

UWS representatiove on the Scottish Council of Deans of Education Digital Literacies network

Division of Education representative for the School of Education and Social Science Ethics committee

Education and Social Science representative on the UWS Digital Experience Group

Online professional development for teachers

Online teaching and learning

 Collaborative approaches to teaching and learning