-About this PARTNER
The University of Leicester is a leading research-intensive university that also has an established record of excellence in teaching. Its commitment to high-quality teaching and research is under-pinned by a commitment to social equality.
The School of Education is a dynamic centre for research and teaching in relation to learning at every stage of life and in all contexts. Our research and scholarship is underpinned by a commitment to enquiry-based approaches to pedagogic innovation, leadership and organizational development, which include: Educational Leadership; Pedagogy & Innovation in Mathematics & Science Education; Testing, Assessment & Measurement; and Technology Enhanced Learning.
The School of Education is an outstanding provider of Initial Teacher Education as well as Masters and Doctoral programmes specifically designed to suit the needs of serving teachers, school leaders and teacher educators. These programmes are characterised by the extensive network of partnerships with schools and school alliances across a wide geographical region. The School’s commitment to partnerships means that it has a long-established record as a provider of bespoke Continuing Professional Development (locally, nationally and internationally).
The School has played a major role in a number of recent and current European projects that focus on different aspects of enquiry-based teacher development, school improvement and capacity development, through such schemes as COMENIUS and TEMPUS, as well as a number of British Council-funded projects. Included in these projects is the TEMPUS-funded Capacity Development of Faculties of Education in international approaches to teacher education (CDFE) project led by AUC. The University of Leicester was responsible for monitoring and evaluation of CDFE activities, based on the expertise of team members in evaluation and ‘impact assessment’. It therefore gained insight in the Egyptian education context.
Role in the project
The project team has expertise in research and professional development in the key foci for this proposal, enabling them to provide technical support in coaching and mentoring, the use of reflection in supporting assessment, pedagogical leadership, impact assessment, school improvement technology-enhanced learning and STEM/STEAM pedagogies.
The School of Education has extensive expertise in evaluation and impact assessment of school improvement initiatives, so will contribute to the sustainability of the proposed project. In particular, we possess expertise in qualitative and ethnographic approaches to research and evaluation. The project team has a deep understanding of the current context of Egyptian teacher development and of the consequent opportunities and challenges. Project team members, through the CDFE project, have established strong relationships with key institutional partners in this proposed project.
Prof. Chris Wilkins
Chris Wilkins is a former Primary school teacher who has spent the past two decades researching and publishing extensively on a range of topics, including the nature of teacher professional identity, the impact of high-stakes accountability on teachers’ work, social justice in education, and global citizenship education. In addition to these he has led or co-led a number of European Union teacher development projects (funded through COMENIUS, TEMPUS and ERASMUS+), and was awarded a Leverhulme Research Fellowship in 2012.
Chris has been widely recognised for outstanding national and international contributions to teacher education, being elected as a Principal Fellow of the Higher Education Academy in 2014, as a University Distinguished Teaching Fellow in 2015 and as a National Teaching Fellow in 2016. He served as Director of Teacher Education at the University of Leicester from 2008 to 2016, with responsibility for the strategic of all teacher education activities, and has represented the University in a number of national and international bodies, such as the UK government’s Racial Equality and Education Strategy Group and Steering Group for Teacher Recruitment and Retention, the University’s Council for the Education of Teachers Management Forum, and as UK education representative for the European Union Civil Society Dialogue Project.
Dr. Andy Atkins
Andy Atkins has worked with and supported teachers and trainee teachers in schools and at university for nearly twenty years, having trained initially as a secondary school science teacher. After working for the UK National Strategies in education, he became Lead Senior Advisor for Science for Essex Local Authority School Improvement Service from 2008 to 2012. He then moved to the University of Northampton, and then the University of Leicester in 2017, to work on initial teacher training programmes for primary school teachers. At the University of Leicester Andy works on the Postgraduate Certificate of Education (PGCE) and Masters in International Education (MAIE) courses and supervises PhD students.
His research interests include Pedagogical Content Knowledge in science teaching including the importance of practical work, teachers’ and students’ understanding about “the nature of science” and improving the confidence of trainee teachers to teach STEM. He has presented papers on a number of occasions at the Association of Science Education (ASE) national conferences and organised regional events with them. In 2016 he gained Fellowship of the Higher Education Academy and he has been a Local Authority governor in a primary school.
Dr. Sue Dymoke
Dr. Sue Dymoke is a Reader in Education at the University of Leicester where she researches aspects of poetry pedagogy and currently leads the Master of Education programme. She has given keynote lectures at universities in Japan, New Zealand and Europe on her research and has run writing workshops in a wide variety of contexts. Sue is a fellow of the Royal Society for the Arts. Other honours include the Terry Furlong Research Award from the National Association for the Teaching of English (2017) and a National Teaching Fellowship (2011). She is the author of Drafting and Assessing Poetry (Paul Chapman); editor of Reflective Teaching and Learning in the Secondary School (SAGE) and of two highly acclaimed edited volumes from Bloomsbury– Making Poetry Matter: international research on poetry pedagogy and Making Poetry Happen: transforming the poetry classroom.
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