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Personal profile



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


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

Target collaborative organisations

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


Other areas of expertise available for knowledge exchange


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

External positions

Chair, IPDA, Scotland

Feb 2019 → …

Member of SERA

2016 → …

Scottish Educational Leadership and Management Association


  • L Education (General)
  • professional learning
  • PLCs
  • collaborative practices
  • agency
  • Education Policy

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Research Output

  • School and university in partnership: a shared enquiry into teachers' collaborative practices

    Oates, C. & Bignell, C., 12 Sep 2018.

    Research output: Contribution to conferencePresentation

    Open Access
  • Professional learning communities as drivers of educational change: the case of learning rounds

    Philpott, C. & Oates, C., 1 May 2017, In : Journal of Educational Change. 18, 2, p. 209-234 26 p.

    Research output: Contribution to journalArticle

    Open Access
  • 13 Citations (Scopus)
    141 Downloads (Pure)

    Accessing the field: methodological difficulties of research in schools

    Oates, C. & Riaz, N. N., 21 Dec 2016, In : Education in the North. 23, 2, p. 53-74 22 p., 23.

    Research output: Contribution to journalArticle

    Open Access
  • Teacher agency and professional learning communities: what can Learning Rounds in Scotland teach us?

    Philpott, C. & Oates, C., 18 May 2016, In : Professional Development in Education. 43, 3, p. 1-16 16 p.

    Research output: Contribution to journalArticle

    Open Access
  • 23 Citations (Scopus)
    168 Downloads (Pure)


    University of Stirling, Vice Chancellor's Award

    Oates, Catriona (Recipient), 22 Apr 2015

    Prize: Prize (including medals and awards)

  • Activities

    • 2 Publication peer-review

    Professional Development in Education (Journal)

    Catriona Oates (Peer reviewer)

    1 Nov 2019

    Activity: Publication peer-review and editorial workPublication peer-review

    Education in the North (Journal)

    Catriona Oates (Peer reviewer)

    2016 → …

    Activity: Publication peer-review and editorial workPublication peer-review