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Trish Spedding


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Associate Professor Learning and Teaching Co-Director Sunderland University Centre for Excellence in Teacher Training (SUNCETT)

My research interests focus on the Initial and Continuing Professional Development of Teachers. This involves critical engagement with theories of teaching, learning and assessment as well as explorations of understandings of the development of professional knowledge and practice. I draw on a range of disciplinary perspectives including, the philosophy of education, social theories of learning, policy development and issues in the implementation and evaluation of educational policy. 

My first career was in librarianship. I then taught in Further, Adult, and Vocational Education (FAVE) for a number of years, before joining the University of Sunderland in 2002. In 2007, together with Professor Maggie Gregson, I successfully led the University's bid for the award of a national Centre for Excellence in Teacher Training (SUNCETT). As a founder co-director of SUNCETT, I have continued to manage the Centre's strands of research in the fields of assessment theory and practice, knowledge transfer and innovative pedagogy. I have reviewed for  a number of prestigious publishers including Open University Press, Bloomsbury and Critical Publishing.

I am well known nationally for my work in supporting practitioner research in FAVE contexts. My recent publications include Reflective Teaching in Further Adult and Vocational Education (Bloomsbury 2015), Readings for Reflective Teaching in Further Adult and Vocational Education (Bloomsbury 2015). Currently, I am a contributing author and co-editor of Practice Focused Research in Further, Adult and Vocational Education: Shifting horizons of educational practice, theory and research due to be published by Palgrave Macmillan in 2020.

I was Programme Leader for the PGCE PCET from 2003-2016 and have taught across a wide range of educational courses from undergraduate to MPhil/PhD level.



Teaching and supervision

My current teaching is mainly at postgraduate research (PGR) level through the National Practitioner Research Programme (PRP) sponsored by the Education and Training Foundation (ETF) and provided by the University of Sunderland Centre for Excellence in Teacher Training (SUNCETT). This programme involves teaching a large cohort of PGR students engaged in a wide range of practice focused research. 

I am Director of Studies for the following MPhil/PhD students:

  • Lynne Taylerson Title: Growing Concerns: Practitioners' positions on engaging in continuing professional development in a deregulated FE and Skills Sector
  • Helen Irish Title: Retention and Inclusion: What Learning Happens Beyond the Classroom?
  • Joyce I-Hui Chen Title: Using Joint Practice Development as a Model of Collaborative Enquiry for staff development.
  • Marcin Lewandowski Title: Beyond ILP - exploring goal-setting methodology with adult learners.
  • Ruth Richardson Title: Informal Learning as CPD
  • Gavin Knox Title: Evaluating the impact of a coaching culture on FE teachers' professional development
  • Beth Curtis Title: Nothing to write home about: an investigation into the use of dialogical teaching to develop theoretical engagement in A level drama
  • Sophia White Title: Improving English for refugees in non-formal ESOL classrooms
  • Jacklyn Williams Title: Making the best of both worlds: establishing guiding principles for curriculum development that bridges the vocational/academic divide
  • Martin Hoskins Title: Gamification of CPD
  • Kerry Scattergood: Everyday Literacy Practices
  • Liz Hulford-Wood Title: Using mobile technologies to extend language learning with ESOL students
  • Irene Rambota: Title: Peer learning with A level drama students

Research interests for potential research students

  • Practice focused research
  • Initial and Continuing Professional Development of teachers
  • Theories of teaching, learning and assessment
  • The development of professional knowledge and practice
  • Educational evaluation and improvement
  • Educational policy

Publications

Number of items: 24.

Article

Spedding, Patricia (2020) Stories of Supervision. Education Sciences, 10 (4). ISSN 2227-7102

Gregson, Daniel, Gregson, Margaret and Spedding, Patricia (2019) Top-down and Inside Out: breaking boundaries between research, theory and practice. Journal of Management Policy and Practice, 20 (3). pp. 36-52. ISSN 1913-8067

Spedding, Patricia (2012) All in the game: taking technology to task in post compulsory teacher education. to be confirmed. (Submitted)

Nixon, Lawrence, Gregson, Margaret and Spedding, Patricia (2007) Pedagogy and the intuitive appeal of learning styles in post-compulsory education in England. Journal of Vocational Education & Training, Vol 59 (1). pp. 39-51. ISSN 1363-6820

Book Section

Gregson, Margaret, Spedding, Patricia and Kessell-Holland, Paul (2020) Bringing Practitioners Back In. In: Practice-Focused Research in Further Adult and Vocational Education Shifting Horizons of Educational Practice, Theory and Research. Palgrave. ISBN 9783030389932

Spedding, Patricia (2020) Redressing the Balance: Practitioner-Research as Continuing Professional Development. In: Practice-Focused Research in Further Adult and Vocational Education Shifting Horizons of Educational Practice, Theory and Research. Palgrave. ISBN 9783030389932

Gregson, Margaret and Spedding, Patricia (2018) Learning Together: Evaluating and improving Further Adult and Vocational Education through practice-focused research’. In: Proceedings ofthe European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET). CreateSpace Independent Publishing Platform, 1 . Vocational Education and Training Network VETNET, Bern, pp. 165-172. ISBN 9781723598005

Gregson, Margaret, Spedding, Patricia and Nixon, Lawrence (2015) 16.1 Helping good ideas to become good practice: Enhancing your professional practice through Joint Practice Development (JPD). In: Readings for reflective teaching in further, adult and vocational education. Reflective Teaching . Bloomsbury, London, pp. 268-273. ISBN 9781472586506

Spedding, Patricia (2015) How are we implementing the curriculum? In: Reflective Teaching in Further, Adult and Vocational Edcuation. Bloomsbury, London, pp. 223-245. ISBN 978-1-7809-3815-8

Spedding, Patricia (2015) How are we managing behaviour? In: Reflective Teaching in Further, Adult and Vocational Edcuation. Reflective Teaching . Bloomsbury, London, pp. 147-170. ISBN 978-1-7809-3815-8

Spedding, Patricia (2015) Spaces How are we creating environments for learning? In: Reflective Teaching in Further, Adult and Vocational Edcuation. Reflective Teaching . Bloomsbury, London, pp. 171-193. ISBN 978-1-7809-3815-8

Spedding, Patricia, Gregson, Margaret and Nixon, Lawrence (2015) 15.3 Tackling Prejudice Together: What are trainee teachers' experiences of prejudice in educational contexts? In: Readings for reflective teaching in further, adult and vocational education. Reflective Teaching . Bloomsbury, London, pp. 255-259. ISBN 9781472586506

Nixon, Lawrence, Gregson, Margaret and Spedding, Patricia (2015) 2.5 Challenging the intuitive appeal of learning styles. In: Readings for Reflective Teaching In Further Adult and Vocational Education. Reflective Teaching . Bloomsbury, London. ISBN 9781472586506

Monograph

Nixon, Lawrence, Gregson, Margaret, Spedding, Patricia and Mearns, Andrew (2008) Practitioners’ experiences of implementing national education policy at the local level. An examination of 16–19 policy. Technical Report. Institute of Education, University of London, London.

Gregson, Margaret, Spedding, Patricia, Moseley, David and Baumfield, Vivienne (2008) Evaluation of the Northumberland Raising Aspirations In Society (NRAIS) Project. Project Report. University of Sunderland Press, Sunderland.

Nixon, Lawrence, Gregson, Margaret, Spedding, Patricia and Mearns, Andrew (2008) Practitioners’ experiences of implementing national education policy at the local level. An examination of 16–19 policy research information. Project Report. Department for Children, Schools and Families.

Conference or Workshop Item

Gregson, Daniel, Gregson, Margaret and Spedding, Patricia (2019) Top-down and Inside-Out: breaking boundaries between, research, theory and practice. In: Comparative International Education Society Annual Research Conference (CIES 2019), April 14-18, 2016, San Francisco.

Gregson, Margaret and Spedding, Patricia (2018) Improving educational practice through educational research in Post Compulsory Education and Training in England. In: 3rd International Conference of the he Association for Research in Post-Compulsory Education (ARPCE), 13-15 July 2018, Oxford.

Spedding, Patricia (2011) The Discipline of Education: issues in the professional development of teacher educators. In: European Education Research Association Conference (EERA), 13 - 16 Sep 2011, Freie Universität, Berlin. (Unpublished)

Spedding, Patricia (2008) Facing up to Change through Collaborative Dialogue and Practice: a View from a Centre for Excellence in Teacher Training in England. In: Association of Teacher Educators in Europe, International Conference., 23 - 28 Aug 2008, Brussels. (Unpublished)

Book

Gregson, Margaret and Spedding, Patricia (2020) Practice-Focused Research in Further Adult and Vocational Education. Palgrave. ISBN 9783030389932

Gregson, Margaret, Duncan, Sam, Brosnan, Kevin, Derrick, Jay, Husband, Gary, Nixon, Lawrence, Spedding, Patricia, Stubley, Rachel and Webber Jones, Robin (2020) Reflective Teaching in Further, Adult and Vocational Education (5th Edition). Bloomsbury. ISBN 9781350102002

Gregson, Margaret, Nixon, Lawrence, Pollard, Andrew and Spedding, Patricia (2015) Readings for Reflective Teaching in Further, Adult and Vocational Education. Reflective Teaching . Bloomsbury, London. ISBN 9781472586506

Gregson, Margaret, Hillier, Yvonne, Biesta, Gert, Duncan, Sam, Nixon, Lawrence, Spedding, Patricia and Wakeling, Paul (2015) Reflective Teaching in Further Adult and Vocational Education. Reflective Teaching . Bloomsbury, London. ISBN 9781780937922

This list was generated on Sat Sep 19 00:54:20 2020 BST.
  • Practice focused research
  • Teacher education
  • Continuing Professional Development
  • Reflective practice
  • Creative teaching
  • Formative assessment
  • Association of Teacher Educators in Europe (ATEE)
  • British Education Research Association (BERA)
  • American Education Research Association (AERA)
  • Universities Council for the Education of Teachers (UCET)
  • International Association of Cognitive Education and Psychology
  • Society for Education and Training

Last updated 17 January 2020

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