Curriculum Vitae: Pete Boyd

Curriculum Vitae: Pete Boyd

CURRENT POST

Professor of Professional Learning – Graduate School, University of Cumbria
My current post is focused on building research capacity within the University but also with teachers in our partnership schools. I supervise lecturers and teachers completing PhD and MA educational research projects. In the early part of my career I taught Geography in secondary schools for 12 years and was an instructor in a residential outdoor education centre for 3 years. I moved into higher education as a lecturer in Education. I have worked in academic development roles since 2004 including leadership of a postgraduate course in teaching and learning in higher education for new lecturers and useful experience gained as an accreditor for the Higher Education Academy.
The main focus of my research activity is focused on the workplace learning and identity of educators. This has included studying university lecturers in the professional fields of teacher education, nursing and the allied health professions but also school teachers and early years practitioners. I also have a special interest in assessment for learning and co-authored the text ‘Developing Effective Assessment in Higher Education’. I am a Senior Fellow of the UK Higher Education Academy.

PREVIOUS EMPLOYMENT

Associate Professor – Research Co-ordinator: University of Cumbria, Graduate school. 2010-2015. Contributed to research capacity building, successful research audit submission and establishment of the educational research group.
Principal Lecturer - Masters Level Programmes Manager: University of Cumbria, Faculty of Education: 2009 - 2010. Developed the MA in Education as a fully online programme.
Principal Lecturer - Educational Partnership Manager: University of Cumbria, Faculty of Education: 2008 - 2009. Contributed to rationalisation of student teacher placements.
Senior Lecturer - Academic developer: University of Cumbria (formerly St Martin’s College) Centre for Development of Learning and Teaching: 2004 – 2008. Programme leader of the postgraduate certificate in teaching and learning in higher education. Consultancy and policy development.
Senior Lecturer: St Martin’s College, Faculty of Education: 1998-2004. Course Leader Secondary PGCE. Programme Leader for Foundation Degree. Faculty co-ordinator for Learning, Teaching & Assessment.
Professional Experience in School Age Phase Education
Teacher and middle manager in comprehensive secondary schools from 1982 to 1998 with a three year period as senior instructor in an outdoor education and field study centre working 7 to 18 year olds.

QUALIFICATIONS

PhD Educational Research, Lancaster University, 2007. Becoming a Professional Educator: the professional development of new lecturers in nurse and teacher education as boundary-crossing activity.
MEd University of Leeds, 1995. Partnership in Practice: A Case-Study of the Development of an Initial Teacher Education Partnership between a University and a Secondary School.
PGCE Secondary Geography & Outdoor Education, Bangor Normal College, 1982
BA Hons (2.1) Human Geography, University of Reading, 1981.

RESEARCH SUPERVISION

·  PhD completion (main supervisor): Collaborative agency across professional and organisational boundaries in the Children’s Workforce in the UK. (Dr Kaz Stuart, awarded February 2013)
·  PhD completion (external examiner - University of the West of England) Assessment practices in higher education: The experiences of newly appointed academics in professional fields from a phenomenological perspective. (Dr Rachel Sales, awarded March 2013)
·  PhD in progress: How do beginning teachers engage with emotional aspects of teaching? (Eamonn Pugh)
·  PhD in progress: The Influences of Nurse Educators: developing independent learners or dependent students? (Sue Harness)
·  PhD in progress: Conceptions of Assessment: the conceptions of assessment held by trainee teachers (Donna Hurford)
·  PhD in progress: Doctoral programme in Educational Research at Lancaster University: How do students on undergraduate teacher education programme in England develop a teacher identity? (Deborah Seward)

PROFESSIONAL ASSOCIATIONS

British Education Research Association: Higher Education Research SiG co-convenor
Higher Education Academy: Senior Fellow
Teacher Education Research Network: Institutional link
Teacher Education Advancement Network: Steering group member
RESEARCH JOURNAL WORK
Research in Education: Editorial board member
Practitioner Research in Higher Education: Editorial board member and editor
Teaching and Teacher Education, Journal for Education of Teachers, Studies in Higher Education, European Journal for Teacher Education: Peer reviewer

EXTERNAL CONSULTANCY

Robert Ferguson Primary School, Carlisle – external research consultant of the teacher researcher project ‘Learning Dispositions’ 2014 – 2015.
Everton Nursery School and Family Centre & Our Lady Immaculate Catholic Primary School, Liverpool - external research consultant of the teacher practitioner research project ‘Learning Conversations, 2012-2015.
University of Porto, Faculdade de Psicologia e de Ciências da Educação, Portugal, external research consultant to the project 'Initial training of helping professionals and the identity of educators – the examples of teaching and nursing'. Funded by the Portugese Foundation for Science and Technology. Principle investigator Professor Amelia Lopes. 2011-2013.
Huddersfield University, external advisor for validation of the postgraduate certificate and Masters award for teachers in the lifelong learning sector, December 2012.
Strathclyde University, external advisor for validation of a new postgraduate programme in teacher education and development aimed at school-based teacher educators, April 2012.
Liverpool John Moore University, Academic advisor for revalidation of MA in Advanced Educational Practice (aimed at teachers and other educational professionals) Jan 2012.
University College London, External consultant to develop the academic practice programme and accredit it against the UK PSF (for PGRs and PT lecturers) March 2011.
University professional development structures and programmes: external accreditor for the Higher Education Academy, 2007 – 2010.
Liverpool Institute of Performing Arts, improving assessment and feedback: consultancy engagement with students and staff, January 2009.

PUBLICATIONS

Boyd, P., Smith, C. & Beyaztas, D. (2015) Hyper-Expansive Academic Workplaces: the case of UK lecturers in Nursing and Midwifery. International Journal for Academic Development,20 (1), 18-32.
Boyd, P., Hymer, B. & Lockney, K. (2015 in press) Learning Teaching: becoming an inspirational teacher. Critical Publishing.
Boyd, P. & Leslie, P. with Teacher Researchers from North Liverpool Teaching Alliance (2015) Learning Conversations Teacher Toolkit: developing practice in early years through practitioner inquiry. Liverpool: Everton Nursery School and Family Centre.
Boyd, P. & Smith, C. (2014) The Contemporary Academic: orientation towards research and researcher identity of higher education lecturers in the health professions. Studies in Higher Education, iFirst.
Boyd, P. & Bloxham, S. (2014) A situative metaphor for teacher learning: the case of university tutors learning to grade student coursework. British Educational Research Journal, 40 (2), 337-352.
Boyd, P. (2014) Using ‘modelling’ to improve the coherence of initial teacher education. In Pete Boyd, Agnieszka Szplit & Zuzanna Zbróg (Eds.) Teacher Educators and Teachers Learning: International Perspectives, Cracow: Libron. Available online at http://libron.pl/katalog/czytaj/id/150
Boyd, P. (2014) Learning Conversations: teacher researchers evaluating dialogic strategies in early years settings. International Journal of Early Years Education, 22 (4), 441-456. Available open access online.
Boyd, P. (2014) Learning Teaching in School. In Hilary Cooper (Ed.) Professional Studies in Primary Education (2nd Edition). London: Sage. Available at http://www.uk.sagepub.com/upm-data/61142_Cooper.pdf
Lopes, A., Boyd, P., Andrew, N. & Pereira, F. (2014) The research-teaching nexus in nurse and teacher education: contributions of an ecological approach to academic identities in professional fields. Higher Education, 68 (2), 167-183.
Boyd, P. (2013) Professional Education: resolving tensions around the value of different types of knowledge in teacher and nurse education. In Amelia Lopes (Ed.) Formação inicial de professores e de enfermeiros: identidades e ambientes / Initial education of teachers and nurses: identities and environments. Lisboa: Mais Leituras.

Boyd, P. & Tibke, J. (2012) Being a school-based teacher educator: developing pedagogy and identity in facilitating work-based higher education in a professional field. Practitioner Research in Higher Education, 6 (2), 41-57. Available at http://194.81.189.19/ojs/index.php/prhe

Bloxham, S. & Boyd, P. (2012) Accountability in grading student work: securing academic standards in a twenty-first century quality assurance context. British Educational Research Journal, 38 (4), 615-634.

Smith, C. & Boyd, P. (2012) Becoming an Academic: The reconstruction of identity by recently appointed lecturers in Nursing, Midwifery and the Allied Health Professions. Innovations in Education and Teaching International, 49 (1), 63-72.

Boyd, P., Harris, K. & Murray, J. (2011) Becoming a Teacher Educator: Guidelines for induction (2nd Ed.). ESCalate, Higher Education Academy: Bristol. Available at www.escalate.ac.uk/8508 (the 1st edition of this publication won the Sage / BERA prize for Practitioner Research 2009).

Bloxham, S., Boyd, P. & Orr, S. (2011) Mark my words: the role of assessment criteria in UK higher education grading practices. Studies in Higher Education, iFirst Article, 1-16.

McNamara, O., Boyd, P., Jones, M., Murray, J., Qasim, S. & Stanley, G. (2011) Initial Teacher Education Annual Self Evaluation: Review of the SED. Universities Council for Education of Teachers.

Boyd, P. (2010) Academic induction for professional educators: supporting the workplace learning of newly appointed lecturers in teacher and nurse education. International Journal for Academic Development 15 (2), 155-165.

Boyd, P. & Harris, K. (2010) Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity. Professional Development in Education 36 (1-2), 9-24.
Boyd, P. & Lawley, L. (2009) Becoming a Lecturer in Nurse Education: The work-place learning of clinical experts as newcomers. Learning in Health and Social Care 8(4), 292-300.
Boyd, P., Smith, C., Lee, S., MacDonald, I. (2009) Becoming a Health Profession Educator in Higher Education: The experiences of recently-appointed lecturers in Nursing, Midwifery and the Allied Health Professions. Health Science and Practice Subject Centre, Higher Education Academy. (Funding from the Health Science and Practice subject centre of the HE Academy 12K).
Clough, J., Boyd, P., Bunyan, P., Houghton, S., Hobson, T., Waters, A. & Zaranko, T. (2009) Teacher Supply in Cumbria: the contribution of teacher education. University of Cumbria: Carlisle. (Funding from the Teacher Development Agency 40K).
Boyd, P. (2009) University of Cumbria: Peer Review of Teaching, Learning and Assessment in D. Gosling & K. Mason O’Connor (Eds.), Beyond the Peer Observation of Teaching. SEDA Paper 124. London: Staff and Educational Development Association, 29-35.
Bloxham, S. & Boyd, P. (2007) Developing Effective Assessment in Higher Education: a practical guide. London: Mc Graw Hill / Open University Press.
Boyd, P., Baker, L., Harris, K., Kynch, C., McVittie, E. (2006) Working with Multiple Identities: supporting new teacher educators in higher education, in Bloxham, S., Twisleton, S., & Jackson, A. (Eds.) Challenges and Opportunities: Developing learning and teaching in ITE across the UK, Bristol: ESCalate, Higher Education Academy. Available at http://escalate.ac.uk/3216 [Accessed June 2009].
Boyd, P. (2004) Developing reflective skills: enhancing the use of assessment portfolios in a Foundation Degree, in Rust, C. (Ed.) Improving Student Learning: Diversity and Inclusivity, Proceedings of the 2004 12th International Symposium, Oxford Centre for Staff and Learning Development.
Boyd, P. (2002) Rose-Tinted Reflection? The Benefits for Teachers of Initial Teacher Education in Secondary Schools. Journal of In-Service Education. Vol. 28 No. 2 p.203-217.

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