Catriona Oates

Teaching:

• Initial Teacher Education, BA(hons) programme (SCQF levels 7-10)
• PGDE Programme (SCQF levels 10-11)
• PGDE Critical Self-Evaluation (SCQF level 11)
• MSC in Mental Health: Leading and Motivating Learning (SCQF level 11)

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 Nienke Moolenar (University of Utrecht) regarding potential collaborative research project on Professional learning Communities (pending PhD)

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

Online professional development for teachers

Ongoing partnership with Bridges programmes to develop programme to enable qualified refugees into teaching