At school, I was an enthusiastic but distracted secondary school student, who went on to gain a degree in Chemistry and Biology and then secured employment as a research scientist at the University of London and the Imperial Cancer Research Fund. After a short time as a medical editor for a publishing company, I settled for a career in science education.
During my 12 years as a secondary science teacher I became increasingly interested in developing the school science curriculum and sharing innovative and effective ways of engaging and motivating both pupils and teachers in contemporary science. I began my employment at Sheffield Hallam University as a Lecturer in 1999 and have since led and designed and led nternational, national and regional teacher and curriculum development programmes including Acclaim: Exploring the Lives of Leading Scientists on behalf of the Royal Society and as a Co-Director of the Yorkshire and Humber Science Learning Centre and Secondary Development Lead for National Network. During this period I studied for Masters in Teaching and Learning.
I am currently Principal Lecturer in the Centre for Science Education at Sheffield Hallam University and involved in the strategic planning of academic and business development and in maintaining our reputation for excellence in science education research and innovation.
What motivated me to undertake PhD study?
As a science educator and practitioner, I wished to extend my Masters research to further understand and improve professional practice in tnd how to enhance and maximise teacher professional learning.
I also wish to ensure that my professional practice is consistently informed by the evidence and research of what that leads to high quality CPD that leads to and positive impacts in the science classrooms.
What makes me passionate about my subject?
It’s realistic, relevant and rewarding.
What are my plans once I have completed my PhD?
To continue to make a positive contribution to science education, meet other likeminded folk and ask more questions!
Submission Date: October 2017
An exploration into Lesson Study as a school led model of teacher professional development. Lesson Study originated in Japan in the 1880s and is now gaining popularity and profile particularly in Teaching Schools and their alliances in England.
The aim of my research is to gain a better understanding of how this model of CPD and underpinning Japanese philosophy can be effectively transferred from Japan into English schools and how this may impact on teacher professional learning.