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Mr Daniel Ayres

Senior Lecturer

English, computing, professional studies

Department of Teacher Education , School of Education and Communities

Daniel Ayres is a Primary teacher educator working on School Direct and PGCE programmes leading to Qualified Teacher Status (QTS).

Teaching English, computing, professional studies. Researching teacher training and development.

Areas Of Interest

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  • Professional development in initial teacher education and training
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On This Page

OVERVIEW

After completing his PGCE at UEL Daniel taught pupils from ages 5 to 11 at schools in the London boroughs of Tower Hamlets, Newham and Redbridge.  He has been subject coordinator for information and communications technology (ICT) and science.  Between 2002 and 2006 he worked with the Training and Development Agency (TDA) on the initial diversity consultation for supporting newly qualified teachers (NQTs), and sat on the steering committee of Multiverse.  Daniel worked as an assistant and deputy head teacher, helping to drive school-wide curriculum and assessment developments, before joining UEL as a senior lecturer in 2009.  He has also worked as a local authority governor since 2006, for several schools in Havering and Essex.

Daniel is currently studying for a Professional Doctor of Education, focusing on professional development in initial teacher education and training.

External roles

  • Lead Examiner, Primary PGCE, University of Wolverhampton
  • External Examiner (Practice), Bishop Grosseteste University, Lincoln

CURRENT RESEARCH

  • Teacher Education Research Group (TERG), UEL
  • UEL Research & Knowledge Exchange (2018)
  • School-HEI Collaborative Research Partnerships.
  • Teacher Education Advancement Network (TEAN)
  • Collaborative Research Partnerships (May 2018)
  • British Educational Research Association (BERA) Annual Conference, Developing Practitioner Researchers: Pre-service Teachers' Engagement in Action Research. (Sept 2014)
  • Cass Research Conference, What use is research? Drawing on trainee & teacher perspectives to develop a teacher-researcher competency framework. (May 2014)
  • Teacher Education Advancement Network (TEAN), What use is research? Developing a teacher-researcher competency framework. (May 2014)
  • Teacher Education Advancement Network (TEAN), From Reflective Practice to Systematic Enquiry: Turning pre-service teachers into practitioner researchers. (May 2014)

PUBLICATIONS

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  • Ayres, D (tbc) 'Practitioner Research Skills: Newly Qualified Teachers' Experiences' in Teacher Education Advancement Network Journal.
  • Ayres, D. (ed.) (tbc) The Primary ITE Professional Studies Reader. (2nd ed). London: Sage
  • Ayres, D. (2019) 'New teachers and practitioner research: willing; able; irrelevant', in Research in Teacher Education, 9 (1), pp. 24-28.
  • Morris, D., Uppal, G. and Ayres, D. (2015) 'Being Creative with Technology: Using ICT to enhance the teaching of literacy and numeracy', in Leask, M., Burden, K. and Younie, S. [Eds.] Learning to Teach using ICT in the Primary School. [2nd edn.] Abingdon: Routledge.
  • Ayres, D. (2014) 'The role of practical experience: toward an ITE signature pedagogy', in Research in Teacher Education, 4 (1), pp. 10-16.
  • Ayres, D., Tyrrell, C. and Poon, K. (2013) 'Mobile technology: a study on the impact on the role of the Initial Teacher Training (ITT) tutor', in Research in Teacher Education, 3 (1), pp. 27-32.
  • Ayres, D. (ed.) (2012) The Primary PGCE Professional Studies Reader. London: Sage
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TEACHING

PGCE Primary With Ict And Computing

This primary teacher education course is designed for graduates who are committed to becoming primary school teachers. It trains you to teach children in the five-to-11 age range.

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School Direct

School Direct is a school-led teacher training route, where participating schools recruit and select their own trainees.

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MODULES

  • Managing Professional Change and Development (Module Leader)
  • Critical Incidents in Teaching
  • Learning, Teaching and Effective Pedagogy Across the Curriculum - Computing & ICT
  • Developing Understanding and Skills in English
  • School-Based Learning and Every Child Matters