School of Education, Communication and Language Sciences

Staff Profiles

Dr Hanneke Jones

Senior Lecturer in Education

Background


Overview

I am passionate about research-informed learning and teaching, in both Higher Education and Primary Education. The topic of my PhD was creative thinking in the Community of Enquiry, and concepts of creativity, dialogue and equity in education remain important areas of my interest and expertise.

Areas of expertise

  • Teacher Education
  • Creativity
  • Philosophy for Children
  • Enquiry-based learning
  • Comparative education
  • Social justice (specifically in relation to SE disadvantage and education)

 Roles and Responsibilities

  • Director of Excellence in Learning & Teaching for the School of Education, Communication and Language Science
  • Degree Programme Director of the MA Education: International Perspectives 
  • Chair of the Education PGT Curriculum Review Committee
  • Primary PGCE tutor with main responsibility for Art, Philosophy for Children, Curriculum Innovation, and social justice related to socio-economic disadvantage
  • I teach on EDU 8218 and EDU 8046, with specialisms in dialogic pedagogy, comparative education,Philosophy for Children and Creativity
  • Dissertation module leader for the MA Education: International Perspectives 
  • Postgraduate Research supervisor
  • Co-chair of the Research Development Committee for Social Justice, Equity and Diversity, within the Association for Teacher Educators in Europe (ATEE).

Qualifications

  • 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

Previous Positions

I worked as a Primary teacher in Newcastle and Northumberland for 14 years.

Memberships

  • CfLaT 
  • SAPERE
  • BERA
  • UCU

Languages

I am bilingual in English and Dutch.

Research

Research Interests

  • Dialogic and transformative pedagogy, and teacher education

  • Social Justice - the links between social disadvantage and education

  • Creativity

  • My Ph.D thesis, 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.

Other Expertise

I am a registered SAPERE trainer in Philosophy for children (P4C).

Current Work

I have a lead role in the submission of an AHRC bid for a research project in the use in Primary Schools of the Mantle of the Expert https://www.mantleoftheexpert.com/

Research Roles

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)

Funding

£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.

Teaching

 

Undergraduate Teaching

I teach sessions on Social Justice, Creativity and Pedagogy on our BA (Hons): Education

Postgraduate Teaching

  • I am the Dissertation module leader of the MA Education: International Perspectives.
  • 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. 

Publications