Prelims

Half Title Page

Early Careers in Education

Title Page

EARLY CAREERS IN EDUCATION: PERSPECTIVES FOR STUDENTS AND NQTS

Edited by

AIDAN GILLESPIE

Northumbria University, UK

United Kingdom – North America – Japan – India – Malaysia – China

Copyright Page

Emerald Publishing Limited

Howard House, Wagon Lane, Bingley BD16 1WA, UK

First edition 2021

Editorial matter and selection © 2021 Aidan Gillespie. Individual chapters © 2021 authors. Published under exclusive licence by Emerald Publishing Limited.

Reprints and permissions service

Contact: permissions@emeraldinsight.com

No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. No responsibility is accepted for the accuracy of information contained in the text, illustrations or advertisements. The opinions expressed in these chapters are not necessarily those of the Author or the publisher.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-83982-585-9 (Print)

ISBN: 978-1-83982-584-2 (Online)

ISBN: 978-1-83982-586-6 (Epub)

Dedication

This book is dedicated to those who are about to or have just entered a career in education, and to our students and colleagues, past, present and those we are yet to meet.

Contents

About the Editor

Prior to joining the Social Work, Education and Community Wellbeing team at Northumbria University, Aidan Gillespie was Senior Lecturer in Primary Education at Canterbury Christ Church University in Kent. He came to Initial Teacher Education having had a successful career as a Primary School Teacher, teaching in Lincoln, Italy, London and Kent. Now as Initial Teacher Education Subject Lead for Religious Education at Northumbria University, he designs and teaches modules focussed on the role of religion in state education in the UK and the way in which religion, society and values intersect. With a research focus on spirituality, he is deeply interested in the intersection between spirituality and professional identity. Alongside his work in Initial Teacher Education, he also teaches on Masters and Postgraduate programmes in Education as well as working alongside new university colleagues in developing their practice in teaching and learning.

About the Contributors

Lucy Barker is a Senior Lecturer at Northumbria University. Her research interests include trainee teachers’ experiences of placement, inclusive practice and teaching assistants’ roles. She was a SENDco and Assistant Head Teacher in various primary schools before embarking on her academic role in 2015.

Mina Bell is a newly qualified teacher in a Primary School in South London. Her interests and self-directed studies are in social justice.

Joanne Clifford-Swan is the Subject Lead for Education at Northumbria University. Her role at Northumbria involves supporting schools with their engagement in Initial Teacher Education, liaison with Teaching School Alliances, supporting the growth of School Direct with partner schools, quality assurance of Northumbria’s Initial Teacher Education provision against Ofsted criteria.

Dr Sophie Cole is a Senior Lecturer in Education at Northumbria University and Programme Leader for both the postgraduate certificate in education (PGCE) Programme in Secondary Art, Craft and Design and the Postgraduate programmes in Academic Practice. She recognises that adopting a creative pedagogy can provide outstanding education for her students and professional fulfilment for practitioners.

Dr Lucy Currie is a Senior Lecturer in Education and a Programme Leader in Work-based Learning and SENCo Award at Northumbria University. Having worked as an Educator in Zimbabwe and Botswana, she has lived and taught in the UK for 19 years. Her research interests are in education, HE pedagogy, special educational needs (SEN)) and inclusion.

Lisa Fox is currently a student in MA Education at Northumbria University after achieving her BA (Hons) with qualified teacher status qualified teacher status (QTS). She has worked in both mainstream and SEND provisions as a Teaching Assistant and has had the role of a special educational needs and disability (SEND) Support Worker for many years before pursuing her teaching career.

Aidan Gillespie is a Senior Lecturer in Education and is a Subject Lead for Religious Education on ITE programmes at Northumbria University. He teaches undergraduate and postgraduate courses as well as masters and doctoral students. His research interests focus on spirituality, identity and professional practice.

Lucinda Gillespie-Tomašević is a Researcher with a focus on domestic abuse in childhood and its influence on education and employment trajectories across the lifespan. Prior to starting the PhD she has worked in the education sector in schools, awarding bodies, work-based learning and HE for 15 years and is still practicing as an educator.

Deborah Herridge leads Science Education for ITT at the University of Northumbria and was previously Science Continuing Professional Development (CPD) Leader at Science Learning Centre NE. An acclaimed and widely published science author and editor, she is a primary teacher who has successfully led science in schools, museums and galleries in the UK and internationally.

Kay Heslop is a Director of Education Continuing Professional Development (CPD) at Northumbria University and a Senior Lecturer and Programme Leader for work-based learning programmes in Early Years Practice and Education Practice. Her research interests are in practitioner and community development, early years practice, intergenerational learning and outdoor activity.

Karen Hudson is Director of Education and Initial Teacher Training Lead at Northumbria University. Before joining the university, she worked as a Teacher and Phase Co-ordinator within the Early Years Foundation Stage and then as Head of a SureStart Children’s Centre.

Dr Sean McCusker is an Associate Professor of Education at Northumbria University in England. He has a PhD in Civil Engineering from Surrey University. He has spent many years in educational research and development, where he has been applying creative ideas for use in educational practice and research.

Dr William McGovern is a Senior Lecturer in the Department of Education, Social Work and Community Wellbeing at the University of Northumbria in Newcastle. He currently teaches children’s rights, participation and working with vulnerable children and families.

Dr Ruth McGovern is a Lecturer in Public Health Research at Population Health Sciences Institute, Newcastle University. She has a background in social work and her research interests include the development and evaluation of behaviour change interventions to support the health and social wellbeing of vulnerable children and families.

Lorain Miller has been a Senior Lecturer in Primary Education at Northumbria University for 8 years. Prior to this she taught in middle and primary schools for 11 years in the North East of England. Her research interests are about the journey a primary teacher takes towards expertise and how learning outside of the primary classroom impacts upon children’s educational journey.

Dr Kirstin Mulholland is a Lecturer in Education at Northumbria University and former Primary School Teacher. Her research interests are developing metacognition through pupil-talk and collaboration, as well as exploring perceptions and experiences of learning.

Debbie Myers is currently a Senior Lecturer in Primary Education at Northumbria University teaching Science, English and Professional Studies on undergraduate and postgraduate programmes of teacher education. She is a former Headteacher and recipient of the prestigious award of Primary Science Teacher of the Year in 2007 for creative practice.

David Nichol joined Northumbria in 2006 and most recently has been programme lead for Northumbria’s Post Compulsory Education and Training provision. Prior to this he had responsibility for all technology-enhanced learning development across the faculty.

Sue Oates is a Senior Lecturer in Education at Northumbria University and Subject Lead for Mathematics Education. Originally from St. Ives in Cornwall, she has lived and taught in the UK and eight other countries for over 30 years. Her research interests are self-regulation, resilience and emotional intelligence.

Helen Woodley is a Senior Lecturer in Education at Northumbria University and Programme Lead for a postgraduate diploma focussing on mental health and wellbeing in schools. She taught in special schools and alternative provision for 16 years. Her research interests include lived experiences of school culture, pupil and staff mental health and authentic pupil and voice.

Michael Yarde is an NQT and qualified as a Teacher at Northumbria University. His interests lie in the ways in which identity is negotiated in the professional context.

Foreword

Education is one of the most dynamic, professionally demanding and politicised careers one can enter in the UK. This book arose out of the need for a source which provides advice, guidance and information on a range of topics which are of primary concern to those about to enter a career in Education. The chapters are ones which take on the voice of a colleague who wishes to give the reader an insight in to some of the most pertinent and important areas of practice likely to be encountered by an early career practitioner in Education. A career in Education is often automatically thought to be that of a classroom practitioner and indeed many of the chapters are primarily but not exclusively concerned with this. However, the chapters will be of benefit to those entering in to careers which also might include the charity, arts and cultural contexts. Of particular interest (and pride to the editor) is the section provided by Newly Qualified Teachers, some of whom have entered in to careers in mainstream Education provision and others who have taken alternative paths. Their insights in to what to expect during an Initial Teacher Education course are of immense value and should, I hope, provide you with inspiration and reassurance. The book is divided into sections, each of which pertains to an area of educational practice or knowledge. All of the chapters stand on their own and can be read in isolation or as part of the section in which they are situated. The chapters contain discussion and reflection points which should allow you to consider your own experience and opinions on the author’s topic.

I and all the Education staff at Northumbria University invite you to critically engage with the book. Challenge the author’s position and make the topics your own and we wish you the very best at this, your early steps in a career in Education.