Watts
interview with professor mike watts, professor of education at brunel university, london read about mike's research work in portugal. mike watts’s new books for 2018: 1. early years science education: a contemporary look (with alsion silby) explores the major issues all early years teachers encounter in their daily professional lives. find out more by visiting www.routledge.com/9780415658294 published by routledge, october 2018; 2. interviewing in educational research (with janet powney) is a re-release of an established text on this important element of qualitative educational research, also published by routledge, october 2018. i have carried out major studies of classroom interactions often, but not always, concerning the learning of science. my recent work has looked at the public understanding of science, the manner in which feelings and emotions shape science learning, and modes in which classroom technologies can be used to enhance learning processes. in 2003 i was awarded a higher education academy national teaching fellowship for excellence in teaching, and i used the award to further research and scholarship into learners' questions and questioning. in 2004 i was elected a fellow of the institute of physics. i have undertaken consultancy work for universities in brazil, been part of a world bank rapid response team within latin america, and a review team for teacher education in lithuania. i am just completing a decade-long collaboartive study with colleagues at university of aveiro, portugal, on teaching and learning in higher education. i have been a consultant to the teaching council of ireland and external examiner for the national university of ireland, and am currently editor of the mauritius institute of education's journal of education, and an examiner for the university of technology mauritius. first in the family project this project has explored the learning of students who are ‘first-in-their-family’ at brunel university. we have talked to students of different ages, ethnicity, learner biographies and personal background. three videos of their experiences can be seen here: interview with poonam bhatoa - why brunel? interview with olufemi oluwasanya - why brunel? interview with elizabeth allen - why brunel? journal citations british educational research journal canadian journal of science, mathematics and technology education chemistry education: research and practice in europe early child development and care education in science educational psychology educational research and evaluation education and training international journal of children’s spirituality international journal of e-literacy international journal of science education journal of computer assisted learning journal of curriculum studies journal of educational television ontario institute for studies in education papers in stse education oxford review of education physics education research in education research in science and technology education school science review science education the curriculum journal career history after studying phyics and maths, mike qualified as a teacher at doncaster college of education and then taught physics and science in hackney, london and in kingston, jamaica before entering educational research at university of surrey. there, he led a project investigating young people’s understanding of physics. he left surrey having helped establish a successful project and having completed his doctorate, to join the schools council’s secondary science curriculum review as project officer. mike then joined roehampton university london as lecturer and, in the following years moved to senior lecturer, reader, professor, dean of school, roehampton federal professor and then principal of froebel college. mike has carried out major studies of classroom interactions often, but not always, concerning the learning of science. his recent work has looked at ways in which learner’s own questions can be used as a basis for inquiry-based learning and teaching, the ways in which feelings and emotions shape learning, ways in which classroom technologies can be used to enhance learning processes, what it means to have 'science identity', the public understanding of science, and ways to develop teaching and learning in higher education. in 2003 he was awarded a national teaching fellowship for his excellence in teaching, and used the award to further research and learners' questions and questioning. in 2004 he was elected a fellow of the institute of physics. he has been visiting professor and examiner at many universities nationally and internationally, most recently at university of aveiro in portugal, university college cork, kings college london and the national universities of ireland. he has been consultant on many aspects of education in numerous countries. mike has published widely in his field of science education through his books, journal articles and many conference papers. he has been on the editorial board of the international journal of science education, research in science and technology education, research in education and early child development and care. he is keen to teach and contributes to programmes at post-graduate, masters and doctoral level within the department of education at brazil. he is the author of fifteen books, principally about science education, with more to follow in 2018 and 2019! he currently has twelve phd students at various stages of their work. learners' questions and questioning; teaching and learning in higher education; informal science education and public understanding of science; technology enhanced learning and learning; pedagogies and transgression learners' questions and questioning; teaching and learning in higher education; informal science education and public understanding of science; technology enhanced learning and teaching; pedagogies and transgression i teach within several programmes: ba education, ma education, post-graduate research methods, and supervise an excellent cohort of doctoral students
![Professor Mike Watts]()
Professor Mike Watts
Interview with Professor Mike Watts, Professor of Education at Brunel University, London Read about Mike's research work in Portugal. Mike Watts’s new books for 2018: 1. Early Years Science Education: a contemporary look (with Alsion Silby) explores the major issues all early years teachers encounter in their daily professional lives. Find out more by visiting www.routledge.com/9780415658294 Published by Routledge, October 2018; 2. Interviewing in Educational Research (with Janet Powney) is a re-release of an established text on this important element of qualitative educational research, also published by Routledge, October 2018. I have carried out major studies of classroom interactions often, but not always, concerning the learning of science. My recent work has looked at the public understanding of science, the manner in which feelings and emotions shape science learning, and modes in which classroom technologies can be used to enhance learning processes. In 2003 I was awarded a Higher Education Academy National Teaching Fellowship for excellence in teaching, and I used the award to further research and scholarship into learners' questions and questioning. In 2004 I was elected a Fellow of the Institute of Physics. I have undertaken consultancy work for universities in Brazil, been part of a World Bank Rapid Response team within Latin America, and a review team for teacher education in Lithuania. I am just completing a decade-long collaboartive study with colleagues at University of Aveiro, Portugal, on teaching and learning in higher education. I have been a consultant to the Teaching Council of Ireland and external examiner for the National University of Ireland, and am currently editor of the Mauritius Institute of Education's Journal of Education, and an examiner for the University of Technology Mauritius. First in the Family Project This project has explored the learning of students who are ‘first-in-their-family’ at Brunel University. We have talked to students of different ages, ethnicity, learner biographies and personal background. Three videos of their experiences can be seen here: Interview with Poonam Bhatoa - Why Brunel? Interview with Olufemi Oluwasanya - Why Brunel? Interview with Elizabeth Allen - Why Brunel? Journal citations British Educational Research Journal Canadian Journal of Science, Mathematics and Technology Education Chemistry Education: Research and Practice in Europe Early Child Development and Care Education in Science Educational Psychology Educational Research and Evaluation Education and Training International Journal of Children’s Spirituality International Journal of E-Literacy International Journal of Science Education Journal of Computer Assisted Learning Journal of Curriculum Studies Journal of Educational Television Ontario Institute for Studies in Education Papers in STSE Education Oxford Review of Education Physics Education Research in Education Research in Science and Technology Education School Science Review Science Education The Curriculum Journal Career History After studying phyics and maths, Mike qualified as a teacher at Doncaster College of Education and then taught physics and science in Hackney, London and in Kingston, Jamaica before entering educational research at University of Surrey. There, he led a project investigating young people’s understanding of physics. He left Surrey having helped establish a successful project and having completed his doctorate, to join the Schools Council’s Secondary Science Curriculum Review as Project Officer. Mike then joined Roehampton University London as lecturer and, in the following years moved to Senior Lecturer, Reader, Professor, Dean of School, Roehampton Federal Professor and then Principal of Froebel College. Mike has carried out major studies of classroom interactions often, but not always, concerning the learning of science. His recent work has looked at ways in which learner’s own questions can be used as a basis for inquiry-based learning and teaching, the ways in which feelings and emotions shape learning, ways in which classroom technologies can be used to enhance learning processes, what it means to have 'science identity', the public understanding of science, and ways to develop teaching and learning in higher education. In 2003 he was awarded a National Teaching Fellowship for his excellence in teaching, and used the award to further research and learners' questions and questioning. In 2004 he was elected a Fellow of the Institute of Physics. He has been visiting professor and examiner at many universities nationally and internationally, most recently at University of Aveiro in Portugal, University College Cork, Kings College London and the National Universities of Ireland. He has been consultant on many aspects of education in numerous countries. Mike has published widely in his field of science education through his books, journal articles and many conference papers. He has been on the editorial board of the International Journal of Science Education, Research in Science and Technology Education, Research in Education and Early Child Development and Care. He is keen to teach and contributes to programmes at post-graduate, masters and doctoral level within the Department of Education at Brazil. He is the author of fifteen books, principally about science education, with more to follow in 2018 and 2019! He currently has twelve PhD students at various stages of their work. Learners' questions and questioning; teaching and learning in higher education; informal science education and public understanding of science; technology enhanced learning and learning; pedagogies and transgression Learners' questions and questioning; teaching and learning in higher education; informal science education and public understanding of science; technology enhanced learning and teaching; pedagogies and transgression I teach within several programmes: BA Education, MA Education, Post-graduate research methods, and supervise an excellent cohort of doctoral students
Ineson
i joined brunel university in 2005 from a background in primary education. i gained a ba degree in education (mathematics) at warwick university, an ma in education at the university of london’s institute of education and a doctorate in education at brunel university. i taught in primary schools in north london for ten years before joining brunel where i am currently responsible for the mathematics programme on the primary pgce course. this provides me with an opportunity to combine my teaching and research interests of mathematics subject knowledge of primary teachers. i am a professional development accredited lead for the national centre for excellence in teaching mathematics (ncetm) and involved in delivering mathematics cpd for schools. since joining brunel i have had a range of responsibilities, including primary pgce co-programme leader and director of postgraduate research for five years, and i am currently deputy head of the education department. my main research interest is in the mathematical subject knowledge of primary school teachers. my doctoral work used design-based research to design an intervention programme to help student teachers develop the mental mathematics they need for teaching and the findings of this study has informed much of my teaching. a recent project i worked on explored what student teachers make of video material that is used in their training. a project that i'm currently involved in is looking at different types of reasoning that student teachers engage in how this knowledge and understanding can be deveioped to support their teaching in this area. i am also interested in children’s mathematical work and in particular, how they develop number sense. research group(s) stem education (steme) conferences 2018 primary pre-service teachers: reasoning and generalisation. british congress of mathematics education. warwick university, uk. april 2018 2017 pre-service primary teachers' approaches to mathematical generalisation. british society for research into learning mathematics. liverpool hope university, uk. november 2017 2017 what knowledge is necessary to encourage mathematical talk? congress of european research into mathematics education, dublin, ireland. february 2017. 2016 mathematical talk: links with subject knowledge? international congress on mathematics education. hamburg, germany. july 2016 2015 an analysis of pre-service teachers’ reflections on ‘good practice’ teaching videos. british society for research into learning mathematics. st patrick’s college of education, dublin, ireland. march 2015 2014 using grounded theory: a collaborative approach. british society for research into learning mathematics. university of southampton, uk. june 2014 2013 exploring approaches to calculations: a comparison between primary and secondary trainee teachers. british society for research into learning mathematics. bristol university, uk. march 2013 2012 teacher representations of mathematics in the form of knowledge for teaching. british society for research into learning mathematics. manchester university, september 2012 2012 knowledge quartet coding manual conference, cambridge university. march 2012 2011 designing a programme for pre-service elementary teachers to develop mental mathematics for teaching. conference of the international group for the psychology of mathematics education. ankara, turkey. july 2011 2011 using design-based research to develop a programme of mental mathematics for teaching. british society for research into learning mathematics. institute of education, uk. march 2011 2011 the use of the empty number line to develop a programme of mental mathematics for primary trainee teachers. congress of the european society for research in mathematics education. rzescow, poland. february 2011 2009 mental mathematics competence: an indication of “connected” mathematical understanding among trainee teachers?. association of teacher education in europe conference. palma, majorca. august 2009 2008 “connected” mathematical understanding, demonstrated through the mental mathematics of trainee teachers. elementary mathematics education conference. braga, portugal. december 2008 2008 learning backwards: trainee teachers learning mental mathematics. british society for research into learning mathematics. king’s college london, november 2008 2007 trainee teachers’ mental mathematics: patterns and preferences. british education research association institute of education, september 2007 2006 trainee teachers mental mathematics: patterns and preferences. poster presentation, british education research association warwick university, september 2006 2006 supporting the development of new researchers in teacher education, workshop presentation. british education research association warwick university, september 2006 2006 trainee teachers: primary teachers’ subject knowledge. poster presentation, learning and teaching symposium, brunel university, april 2006
![Dr Gwen Ineson]()
Dr Gwen Ineson
I joined Brunel University in 2005 from a background in primary education. I gained a BA degree in Education (Mathematics) at Warwick University, an MA in Education at the University of London’s Institute of Education and a Doctorate in Education at Brunel University. I taught in primary schools in North London for ten years before joining Brunel where I am currently responsible for the mathematics programme on the primary PGCE course. This provides me with an opportunity to combine my teaching and research interests of mathematics subject knowledge of primary teachers. I am a Professional Development Accredited Lead for the National Centre for Excellence in Teaching Mathematics (NCETM) and involved in delivering mathematics CPD for schools. Since joining Brunel I have had a range of responsibilities, including primary PGCE co-programme leader and Director of Postgraduate Research for five years, and I am currently Deputy Head of the Education Department. My main research interest is in the mathematical subject knowledge of primary school teachers. My doctoral work used design-based research to design an intervention programme to help student teachers develop the mental mathematics they need for teaching and the findings of this study has informed much of my teaching. A recent project I worked on explored what student teachers make of video material that is used in their training. A project that I'm currently involved in is looking at different types of reasoning that student teachers engage in how this knowledge and understanding can be deveIoped to support their teaching in this area. I am also interested in children’s mathematical work and in particular, how they develop number sense. Research group(s) STEM Education (STEME) Conferences 2018 Primary pre-service teachers: reasoning and generalisation. British Congress of Mathematics Education. Warwick University, UK. April 2018 2017 Pre-service primary teachers' approaches to mathematical generalisation. British Society for Research into Learning Mathematics. Liverpool Hope University, UK. November 2017 2017 What knowledge is necessary to encourage mathematical talk? Congress of European Research into Mathematics Education, Dublin, Ireland. February 2017. 2016 Mathematical talk: links with Subject Knowledge? International Congress on Mathematics Education. Hamburg, Germany. July 2016 2015 An analysis of pre-service teachers’ reflections on ‘good practice’ teaching videos. British Society for Research into Learning Mathematics. St Patrick’s College of Education, Dublin, Ireland. March 2015 2014 Using Grounded Theory: A collaborative approach. British Society for Research into Learning Mathematics. University of Southampton, UK. June 2014 2013 Exploring Approaches to Calculations: A comparison between primary and secondary trainee teachers. British Society for Research into Learning Mathematics. Bristol University, UK. March 2013 2012 Teacher representations of mathematics in the form of knowledge for teaching. British Society for Research into Learning Mathematics. Manchester University, September 2012 2012 Knowledge Quartet Coding Manual conference, Cambridge University. March 2012 2011 Designing a programme for pre-service elementary teachers to develop mental mathematics for teaching. Conference of the International Group for the Psychology of Mathematics Education. Ankara, Turkey. July 2011 2011 Using design-based research to develop a programme of mental mathematics for teaching. British Society for Research into Learning Mathematics. Institute of Education, UK. March 2011 2011 The use of the empty number line to develop a programme of mental mathematics for primary trainee teachers. Congress of the European Society for Research in Mathematics Education. Rzescow, Poland. February 2011 2009 Mental mathematics competence: An indication of “Connected” mathematical understanding among trainee teachers?. Association of Teacher Education in Europe Conference. Palma, Majorca. August 2009 2008 “Connected” mathematical understanding, demonstrated through the mental mathematics of trainee teachers. Elementary Mathematics Education Conference. Braga, Portugal. December 2008 2008 Learning Backwards: Trainee Teachers Learning Mental Mathematics. British Society for Research into Learning Mathematics. King’s College London, November 2008 2007 Trainee Teachers’ Mental Mathematics: Patterns and Preferences. British Education Research Association Institute of Education, September 2007 2006 Trainee Teachers Mental Mathematics: Patterns and Preferences. Poster Presentation, British Education Research Association Warwick University, September 2006 2006 Supporting the development of New Researchers in Teacher Education, Workshop presentation. British Education Research Association Warwick University, September 2006 2006 Trainee teachers: Primary Teachers’ Subject Knowledge. Poster Presentation, Learning and Teaching Symposium, Brunel University, April 2006
Babbar
sunita’s teaching career spans 17 years in a variety of roles in the secondary school setting. the experience she gained from her years as a classroom practitioner led to her role as a mathematics consultant for a local authority, which involved focusing on school improvement and developing teaching and learning in mathematics. another key aspect of her role as a consultant was the provision of professional development both at departmental and whole school level, specialising in bespoke inservice training sessions. she now works at brunel university, where she coordinates the secondary pgcert mathematics course. sunita has always been interested in mathematics education, in particular curriculum development, transition and the development of problem solving skills in mathematics. research group(s) stem education (steme)
![Mrs Sunita Babbar]()
Mrs Sunita Babbar
Sunita’s teaching career spans 17 years in a variety of roles in the secondary school setting. The experience she gained from her years as a classroom practitioner led to her role as a mathematics consultant for a local authority, which involved focusing on school improvement and developing teaching and learning in mathematics. Another key aspect of her role as a consultant was the provision of professional development both at departmental and whole school level, specialising in bespoke Inservice Training sessions. She now works at Brunel University, where she coordinates the secondary PGCert mathematics course. Sunita has always been interested in mathematics education, in particular curriculum development, transition and the development of problem solving skills in mathematics. Research group(s) STEM Education (STEME)