Dr Hanneke Jones
Lecturer in Primary Education
- Email: email@example.com
- Telephone: +44 (0) 191 208 5460
- Address: Room 1.60 KGVI
School of ECLS
King George VI Building
Queen Victoria Road
Newcastle upon Tyne
I worked as a Primary School teacher before joining the University in 2004. My areas of interest and expertise include the following: Teacher Education; Creativity; Innovative and dialogic pedagogy including Philosophy for Children; Comparative Education; and Social Justice in relation to poverty and education. I am a co-chair of the Research Development Committee for Social Justice, Equity and Diversity, within the Association for Teacher Educators in Europe (ATEE).
Areas of expertise
- Teacher Education
- Innovative and dialogic pedagogy including Philosophy for Children
- Comparative education
- Social justice (poverty and education)
Roles and Responsibilities
- Degree Programme Director of the MA Education: International Perspectives
- Module leader of EDU 8218: Comparative Education and Pedagogy
- Primary PGCE tutor with main responsibility for Art, Philosophy for Children, Curriculum Innovation, and social justice related to socio-economic disadvantage
- Tutor on several MA modules - specialisms: Philosophy for Children and Creativity
- Postgraduate supervisor
- PhD (2013)
- SAPERE Level 1,2 and 3 training certificates in Philosophy for Children
- Northumberland LEA: Teaching Thinking Level 3 training
- NUT Training certificate in co-tutoring and peer-coaching
- Hervormde Pedagogische Akademie, Amsterdam, The Netherlands: Akte van Bekwaamheid als Volledig Bevoegd Onderwijzeres
I worked as a Primary teacher in Newcastle and Northumberland for 14 years.
I am bilingual in English and Dutch.
Dialogic and transformative pedagogy, and teacher education
Social Justice - the links between social disadvantage and education
My Ph.D thesis, witten under my full name, Hanneke Maria Jones-Teuben, focused on the creative thinking of young children in the dialogic approach of the Communtiy of Enquiry. Creativity, Philosophy for Children and other dialogic and enquiry-based methods remain strong areas of research interest and expertise.
I am a registered SAPERE trainer in Philosophy for children (P4C).
I am investigating the impact on Student teachers of training in the Mantle of the Expert within our Primary PGCE partnership
I am a member of the following research groups at Newcastle the Centre for Learning and Teaching (CfLaT)
Micro-Analysis Research Group (MARG)
Research in Primary Education (RIPE)
£3000 (2000) BPRS Scholarship
£1208 (2005) HASS Faculty small grant to carry out research in the links between thinking Skills education and SATs results in Year 2 and Year 6 in Northumberland.
I teach sessions on Social Justice, Creativity and Pedagogy on our BA (Hons): Education
- I am the Dissertation module leader of the MA Education: International Perspectives.
- I am module leader of EDU 8218: Comparative Education and Pedagogy
- On the Master’s level Primary PGCE course I lead the Reflective Practitioner module, the Art module, the SAPERE-accredited Philosophy for Children course, and the Curriculum Innovation module. I also teach on the following modules: Professional Studies and Primary Mathematics. A number of my teaching sessions are related to education and socio-economic disadvantage.
- On the M.Ed Practitioner Enquiry Module I teach the 'Innovative curriculum through pupil/student Enquiry' module , and I teach a session on teaching thinking skills at Primary schools on the M.Ed ‘Developing Thinking Skills’ Module.
- I supervise Master's Dissertation students and
- I supervise a number of PGR students.
- Jones H. Discussing poverty with student teachers: the realities of dialogue. Journal of Education for Teaching (JET) 2016, 42(4), 468-482.
- Jones H. Living on the Edge: Rethinking Poverty, Class and Schooling John Smyth and Terry Wrigley. Improving Schools 2014, 17(1), 127-129.
- Jones-Teuben HM. 'I disagree with myself!' Creative Thinking in a Key Stage 1 Community of Enquiry. 2013.
- Jones H. National Curriculum tests and the teaching of thinking skills at primary schools - parallel or paradox?. Education 3-13 2010, 38(1), 69-86.
- Jones H. Thoughts on teaching thinking: perceptions of practitioners with a shared culture of thinking skills education. Curriculum Journal 2008, 19(4), 309-324.
- Jones H. Using conversation analysis approaches in the search for creative thinking in the community of enquiry. In: British Educational Research Association. 2008, Edinburgh: Heriot Watt University: British Educational Research Association.
- Moseley D, Jones H. Does Thinking for Learning Live Up To Its Name?. Birmingham, UK: Imaginative Minds Ltd, 2009. Available at: http://library.teachingtimes.com/articles/thinking-for-learning.htm.
- Moseley D, Jones H. Costs and Benefits of Thinking for Learning. Teaching Thinking and Creativity 2008, 8(4), 26-30.
- Higgins S, Wall K, Baumfield V, Hall E, Leat D, Woolner P, Clark J, Edwards G, Falzon C, Jones H, Lofthouse R, Miller J, Moseley D, McCaughey C, Mroz M. Learning to Learn in Schools Phase 3 Evaluation: Year Two Report. London: Campaign for Learning, 2006.
- Higgins S, Wall K, Falzon C, Hall E, Leat D, Baumfield V, Clark J, Edwards G, Jones H, Lofthouse R, Moseley D, Miller J, Murtagh L, Smith F, Smith H, Woolner P. Learning to Learn in Schools Phase 3 Evaluation Year One Final Report. London: Campaign for Learning, 2005.
- Jones H. The Impact of Training in Thinking for Learning. Morpeth, Northumberland: Northumberland County Council, 2004. The Impact of Thinking for Learning in Northumberland LEA.
- Jones H. Creative Thinking in a Community of Enquiry. In: Teacher Research Conference. 2004, Birmingham, UK: National Teacher Research Panel.
- Jones H, Smith HJ. Teaching for Social Justice: Creating equity for pupils living in poverty and those from black and minority ethnic backgrounds. In: Cremin T; Burnett C, ed. Learning to Teach in the Primary School 4th Edition. Routledge, 2018.