Professor Caroline Walker-Gleaves
Head of School
- Email: firstname.lastname@example.org
- Telephone: 0191 2086553
Within the School of Education, Communication & Language Sciences, I teach pedagogic theory and practice with emphases on teacher beliefs, teacher practices, inclusive education and the inclusive curriculum, and the use and application of learning and mobile technologies to foster and facilitate particular educational outcomes. In addition, I am especially interested in the progress and achievement broadly defined of particular groups of learners, including looked after, fostered and adopted children, together with concern for how these learners are supported through productive and purposeful home-school relations. My publications include an article exploring how teachers might better understand the unique difficulties of some looked after children and seek how to better construct resilient and careful classrooms (Sage, 2015), and another article that develops models of responsive writing practice for teachers of children with motor difficulties and developmental disorders (Sage, 2015). In earlier work, I sought to understand how academics within higher education constructed caring classrooms in which learners’ affect was considered as important as their intellect in pedagogic terms (Verlag, 2011). Articles that examine the cognitive impact of caring pedagogies and the justification in pedagogic terms for adopting specific modes of assessment feedback are soon to appear.
A former physicist working in the field of vehicle engineering at the National Transport Research Laboratory, I am also a trained secondary school teacher with specialisms in Physics and Music, and have worked in schools and further education colleges in the UK and overseas. I have received many awards for teaching excellence and pedagogic scholarship, including a UK National Teaching Fellowship in 2001; The International Award for Innovative Excellence in Teaching and Learning with Technology, awarded jointly by the US Association of Colleges of Education and the Australian Society for Educational Technology in 2005; I have been runner-up for the Ernest L. Boyer International Award for Outstanding Pedagogic Scholarship; I have won Social Sciences and Health Faculty Scholars’ Awards in Outreach and in Enhancing Students’ Learning, and have also been awarded Durham University Vice Chancellors’ Awards for Excellence both in Teaching & Learning and in Doctoral Supervision. Prior to my arrival in Newcastle, I taught and researched Education at Durham University. I received my doctorate from Leicester University School of Education in the field of pedagogic practice with special reference to the enactment and understanding of care theory within a higher education context.
My research ranges from narrative accounts of teachers’ beliefs and practices, through how teachers’ individual interpretations of affect and emotion lead to inclusive practices within classroom and school settings, to how learning technology acts as a conduit through which teachers’ and learners’ pedagogic aims are shaped and filtered. I am especially interested in relationships, the intersectionality of difference, diversity and emotion in pedagogic relational terms, and the ways in which principles that stand behind frameworks of competent and excellent teacher behaviours play out in practice. I offer doctoral supervision in the areas outlined above and would encourage prospective applicants to email me with a view to discussing possible research projects.
Indicators of Esteem
2015 - present: Reviewer for Higher Education Academy Collaborative Awards for Teaching Excellence
2014 - present: Reviewer for Higher Education Academy Individual Award National Teaching Fellowships
2014 - present: Education Subject Judge on International Undergraduate Awards Panel
2012-2013: Visiting Associate Professor at Hong Kong University under the Distinguished Faculty Knowledge Exchange Programme
2005 - present: Reviewer for pedagogic research grant applications for National ESRC for Canada
I am currently researching in three areas:
- Models of pedagogic caring within compulsory and higher education and co-relation of pedagogic relational practices with academic outcomes;
- Uses and applications of mobile and learning technologies for particular educational outcomes within assessment practices in higher education;
- Educational progress and achievement of adopted children and the construction of teachers' beliefs about, and aspirations for, adopted children, as well as exploration of home-school relations of schools and adoptive parents.
My teaching and research ranges from narrative accounts of teachers’ beliefs and practices, through how teachers’ individual interpretations of affect and emotion lead to inclusive practices within classroom and school settings, to how learning technology acts as a conduit through which teachers’ and learners’ pedagogic aims are shaped and filtered. I am especially interested in relationships, the intersectionality of difference, diversity and emotion in pedagogic relational terms, and the ways in which principles that stand behind frameworks of competent and excellent teacher behaviours play out in practice. I teach on the following programmes:
- Shu-Wen L, Rattray J, Walker-Gleaves C. Challenges affecting the metalearning capacity in Taiwanese Secondary School students. Reflective Practice 2017, 18(1), 1-16.
- Walker C, Gleaves A. Constructing the caring higher education teacher: a theoretical framework. Teaching and Teacher Education 2016, 54, 65-76.
- Chan NN, Walker C, Gleaves A. An exploration of students' lived experiences of using smartphones in diverse learning contexts using a hermeneutic phenomenological approach. Computers & Education 2015, 82, 96-106.
- Lin S-W, Rattray J, Walker-Gleaves C. Reflections on my experience of developing and implementing a metalearning program for an EFL elective course in a Taiwanese secondary school. Thinking Skills and Creativity 2018, 27, 123-130.