Andy is an Associate Professor in the Teacher and School Development Centre (TLRC) at the University of Nottingham. He has previously worked as a teacher, a mentor to beginning teachers, a Senior Research Officer (at the National Foundation for Educational Research) and Lecturer in educational research methods (at the University of Leeds). He has been conducting research into initial teacher preparation since 1995.
Louise joined the project in 2003 as Senior Research Fellow and now works on the project part time. She currently also works as a Research Fellow in the Institute for Effective Education at the University of York (from June 2008). Her research interests include teacher development and research methods and recent focuses have been on teacher recruitment and retention.
Nick Mitchell is a Research Fellow at the University of Nottingham. A classroom teacher of ten years' experience, he has also been a Chair of Governors of a High School and has recently been involved with the setting up of a City Academy. Nick has been working in education research for six years; his research interests are initial teacher training and the ethics of educational research. He also tutors on the Open University Masters in Education course.
David is a research fellow in the Teacher and Leadership Research Centre within the School of Education at the University of Nottingham. He has previously worked for twenty one years as a teacher of mathematics and ICT and as a vice principal, Head teacher and Community Technology College Director. Prior to becoming a teacher, David worked for six years in the commercial contracting division of the electricity supply industry. His current research interests are related to beginning teachers' experiences during the early stages of their careers and leadership and management in educational settings.
Jo is a doctoral student at the University of Nottingham. She has taught for fourteen years in inner-city schools. Her more recent work in schools has been with beginning teachers; mentoring trainees during the school-based elements of their training and newly qualified teachers during their induction year. Her current research is concerned with various aspects of teachers' working lives.
After sampling the rewards and stresses of teaching in settings ranging from a city grammar school to a juvenile secure unit, Pat has worked for a number of years for the National Foundation for Educational Research, most recently as a Senior Research Associate. Although now semi-retired, she has been a contributor to the BaT Project since 2004 and is currently a special lecturer in the Teacher and Leadership Research centre (TLRC) at the University of Nottingham.
Jane Healy is the BaT Project Administrator. Jane joined the team in May 2004, having spent the previous three years working as a secretary for a National SCITT course, therefore having an insight into various aspects of initial teacher preparation.
Angi Malderez is a Senior Lecturer in the School of Education. She has worked in initial and in-service teacher preparation and education programmes for the last twenty years in many parts of the world, and is involved in several national mentor training schemes. Her main research interest is in the practice of supporting teacher learning, and particularly the self-study of such practices, as well as the development of a scholarship of teaching.
Godfrey Pell is a statistician who has a strong background in management. Before joining the University of Leeds he was with the Centre for Higher Education Practice at the Open University. Current research includes Standard setting for practical assessment in higher education, the value of short term interventionist programmes in literacy, and the validity of Key Stage One Statistics.
Matt is a Research Fellow in the School of Education, University of Leeds. He has previously worked in industry as a computer programmer and as a mathematics teacher/lecturer in both FE and HE. His most recent work includes being part of the team at Leeds developing curriculum pathways in mathematics 14-19 following on from the Smith report into post-14 mathematics education.
Peter is Emeritus Professor of Pedagogy and Professional Learning at the University of Leeds School of Education, where he has had over twenty years experience of practice and research into teacher training. He has also served as Editor of The British Journal of Educational Psychology.
Gary is the Director of the Faculty of ESSL (Education, Social Sciences and Law) Graduate School. He joined the School of Education in 1989 having worked in secondary schools in Cleveland and London. His research interests include motivation and the teaching and learning of Modern Languages and teacher supply and retention. He is a former editor of the Language Learning Journal.
Tom is the Head of the School of Education. He has been involved in teacher education since 1987 and was Head of ITT at the University of Leeds between 1997 and 2001. His main research interests are in mathematics education and teacher supply and retention. He is assistant editor of the Mathematical Gazette.
Fiona Johnson is an Associate Director in Ipsos MORI Social Research Institute, which she joined in March 2000 from the National Foundation for Educational Research (NFER). At Ipsos MORI she is Head of Education Research, specialising in research with teachers. Fiona is Project Director of the Becoming a Teacher project for Ipsos MORI.
Adél Várnai is an Associate Director in Ipsos MORI Social Research Institute and has been working there for the past 6 years, specialising in education and work, learning and skills research. She was Ipsos MORI's Project Executive for Waves 1 and 2 of the Becoming a Teacher research and has been Project Manager since Wave 3. She is involved in overseeing all aspects of the fieldwork, although her favourite job so far has been contacting the prize draw winners to give them their good news! Prior to joining Ipsos MORI SRI, Adél studied Economics at Warwick University.
Rachel Ellis is a Senior Research Executive in Ipsos MORI Social Research Institute, where she has worked since October 2004 specialising in education research. Rachel joined the Becoming a Teacher research team as Project Executive at the start of Wave 3 and assists Adél in the day-to-day running of the project. She previously worked as a researcher for Peabody Trust Housing Association, which she joined after completing an MSc in Social Research Methods.
Joanne Crouch is a Research Executive in Ipsos MORI Social Research Institute. She joined in October 2005 after completing a MSc in Social Research Methods. Since joining Ipsos MORI, Joanne has been involved in a variety of projects including a number in education research. She joined the Becoming a Teacher team at the end of Wave 4 as Project Executive to assist Adél and Rachel.
Chris is Director of the Teacher and Leadership Research Centre (TLRC) in the School of Education. He is Editor of the journal Teachers and Teaching: Theory and Practice. Recent publications include The International Handbook of Continuing Professional Development (2004) and A Passion for Teaching (2004).
Becoming a Teacher, School of Education, University of Nottingham, Jubilee
Campus, Nottingham NG8 1BB, UK
T: +44 (0)115 951 4416
F: +44 (0)115 846 6188
E: becoming-a-teacher@nottingham.ac.uk
If you are interested in a career in teaching please visit the TDA's Use Your Head - Teach! Website
The School of Education, University of Nottingham
The School of Education, University of Leeds
Ipsos MORI Social Research Institute