Warren Kidd

Dr Warren Kidd

Senior Lecturer

Director of Education and Student Experience

Department of Education , School of Childhood and Social Care

Warren is the Director of Education and Student Experience for the School of Childhood and Social Care.

Qualifications

  • PhD
Warren Kidd

OVERVIEW

I am the Director of Education and Student Experience for the School of Education and Communities. I lead on learning, teaching and assessment for our school as well as coordinate processes around student retention, outcomes and satisfaction.

Previously, as senior lecturer in education at the School of Education and Communities I was involved in developing, delivering and managing learning and teaching for professional postgraduate learners on Initial Teacher Education programmes for the secondary sector. I led the humanities and social science Secondary Initial Teacher Education programmes - PGCE, SD and Apprentices for history, Geography and 14-19 Social Science until summer 2022. I was at this time also module leader for the level 7 Active Enquiry module.

I have also previously been the programme leader for the PG Cert Learning and Teaching in Higher Education which is accredited by the Higher Education Academy (HEA) for the recognition of FHEA. I was also the Professional Standards Manager for the University for three years (2016-2019). I was also programme leader for PGCE PCET, as well as module leader for modules on MA Education.

I was awarded a UEL Teaching Fellowship in 2011 and I am a Principal Fellow of the Higher Education Academy (PFHEA) as well as a Fellow of the Royal Geographical Association (FRGS). I am an Academic Associate for AdvanceHE, working as a constant for the delivery of international learning and teaching provision.

I have an interest in podcasting and in the use of emergent technologies as a tool for research, teacher education pedagogy, new teacher identity, digital ethnography and student voice. My research interests also include a commitment to participatory and inclusive action research as a means to develop teacher professionalism and practice. 

I was a founding member of The International Forum for Teacher Educator Development (Info-TED). For more information follow: @forumTED on Twitter. InFo-TED is an international forum with representatives from Belgium, Ireland, Israel, the Netherlands, Norway, United Kingdom and the USA working to promote the professional development of teacher educators.

I have had a writing career spanning over 15 years, supporting learning and teaching in a variety of contexts - sociology and education, learning and teaching and e-learning.

Prior to working in higher education, I have taught the humanities and sociology and psychology for 14 years in secondary schools and sixth form colleges in Surrey, Kent and London as an 'advanced teaching practitioner'. I previously worked in the multi-cultural, urban environment of Newham in east London for eight years in the Post Compulsory sector as a teacher of sociology, social science manager of a large sixth form college and as an action-researcher and cross-college manager responsible for teaching and learning.

Activities and responsibilities

I lead the humanities and social science PGCE programmes for secondary teacher education, and also lead the secondary PGCE core programme and provision. 

I am an Academic Associate for AdvanceHE, working as a constant for the delivery of international learning and teaching provision. I am also currently the external advisor for the University of Westminster for their PSF programme.

I have two doctoral completions as a doctoral supervisor and am currently supervising five doctoral students, two of whom are now in write-up, and I am the Director of Studies for two supervision teams.

In 2011 I was a Teaching Fellow of the University, supporting staff development and pedagogy. I was the Professional Standards Framework (PSF) Manager and Chair for the University, 2016-2011. I have also been the Programme Leader for the PG Cert Learning and Teaching in Higher Education, and Programme Leader for PGCE PCET. I have previously undertaken an academic secondment as an Academic Developer to the University's Academic Practice and Learner Enhancement service where I contributed to staff development at a strategy level. Until 2015 I have been the Leader in Learning and Teaching for the School of Education and Communities where I represented and managed issues of pedagogy and assessment within the Senior Leadership Team.

Until the academic year 2015 I was Co-Research Group Leader for the Teacher Education Research Group, School of Education and Communities, and have previously been Module Leader for Professional Studies  for all Secondary Initial Teacher Education programmes.

CURRENT RESEARCH

My research interests include:

  • New teacher identity
  • Teacher education knowledge base and identity
  • Elearning, online teaching, remote teaching, hybrid models, podcasting
  • Student voice
  • Digital ethnographic methods

 

My current writing for professional learners and audiences includes:

  • Student voice
  • 14-19 teaching and learning
  • Digital ethnography as applied to novice teacher identity 
  • Motivating teenage learners
  • Using elearning and social media in teaching
  • Homework and learning outside of the classroom
  • The use of action research for educational professionals 
  • The changing landscape of teacher education reform and teacher educators' development in England 

PUBLICATIONS

Follow me on Twitter for podcasts @ - allthingsite@twitter

My current writing for professional learners and audiences includes:

  • Student voice
  • 14-19 teaching and learning
  • Digital ethnography as applied to novice teacher identity
  • Motivating teenage learners
  • Using e learning and social media in teaching
  • Homework and learning outside of the classroom
  • The use of action research for educational professionals
  • The changing landscape of teacher education reform and teacher educators' development in England

Journal Articles

  • Kidd, W. & Murray, J. 2022. Educators’ perspectives of online teaching during the pandemic: implications for initial teacher education, Journal of Education for Teaching, DOI: 10.1080/02607476.2022.2082273
  • Kidd, W. & Murray, J. 2020. The Covid-19 pandemic and its effects on teacher education in England: how teacher educators moved practicum learning online, European Journal of Teacher Education, 43:4, 542-558, DOI: 10.1080/02619768.2020.1820480
  • Murray, J., Kidd, W. McMahon, A. and Vishwarajan, S. 2020. 'Teacher Educators and Expansive Learning in the Workplace and Beyond'.  Frontiers in Education 2020 in Special Issue on Expansive Learning. https://doi.org/10.3389/feduc.2020.00084 
  • Kidd, W, 2020. 'An ethnographic perspective on teachers-as-designers in Video Conferencing pedagogy: a matter of craft, ethics and identity', Research in Teacher Education, 9(2).
  • Kidd, W., McMahon, A., Viswarajan, S. 2020. 'Developing a pan-European approach to teacher educators' collaborative learning: learning about, learning how and learning from', Research in Teacher Education, 9(2).
  • Kidd, W., Vanassche, E and Murray, J. 2019. Articulating, reclaiming and celebrating the professionalism of teacher educators in England, European Journal of Teacher Education 42.4. pp. 478 – 491. 
  • Kidd, W. 2013 'Framing pre-service teachers' professional learning using Web2.0 tools: positioning pre-service teachers as agents of cultural and technological change', Professional Development in Education, 39 (2), pp 260-272
  • Kidd, W. 2013. 'Investigating the lives of new teachers through ethnographic blogs', Ethnography and Education, 8 (2), pp 210-223
  • Kidd, W. 2013. 'The times they are a-changing: some thoughts on the historical and contemporary tensions in Initial Teacher Education for the lifelong learning sector in the UK at this pivotal moment in time', Research in Secondary Teacher Education, 3(2) 15-21
  • Kidd, W. 2012. 'Utilising podcasts for learning and teaching: a review and ways forward for e-Learning cultures', Management in Education, 26 (2) pp 52-57
  • Kidd, W. 2012. 'Relational agency and pre-service trainee teachers: Using student voice to frame teacher education pedagogy', Management in Education, 26 (3) pp 120-129
  • Kidd, W. 2012. 'Place, (cyber) space and being: The role of student voice in informing the un-situated learning of trainee teachers', Research in Secondary Teacher Education, 2(1) 3-7

Blog pieces

Books

  • Murray, J. and Kidd, W. (Eds). 2015. Using New Technologies in Teacher Education. London: Routledge.
  • Czerniawski, G. and  Kidd, W. 2013. Homework for Learning: 300 Strategies for learning. London: Open University Press/McGraw-Hill.
  • Czerniawski, G. and Kidd, W. (Eds). 2011. The Student Voice Handbook - Bridging the Academic/Practitioner Divide, London: Emerald
  • Kidd, W. and Czerniawski, G. 2011. Engaging and motivating teenage learners: A toolbox for teachers, London: Sage
  • Kidd, W. and Czerniawski, G. 2010. Successful Teaching 14-19: Theory, Practice and Reflection. London: Sage

Editorship of Special Issues

  • Murray, J and Kidd, W. (Eds.) 2013. Using Emerging Technologies to Develop Professional Learning (Special Edition) Professional Development in Education, 39(2).
  • Czerniawski, G and Kidd, W. (Eds.). 2012. The Space Between - Positioning Student Voice at the heart of Leadership in Education (Special Edition). Management in Education, Sage. 26 (3)

Book chapters

  • Kidd, W, Viswarajan, S., and McMahon, A. 2021. Reflexivity for whom? The ethics of a craft identity and the know-how of supporting reflexivity on teacher education programmes, in, Loo, S. (Ed.) Teacher Educators in Vocational and Further Education. Cham, Switzerland: Springer Nature. Forthcoming. 
  • Murray, J., Kidd, W., De Vries, B., McMahon, A. and Vishwarajan, S. 2021. Designing Professional Development for Teacher Educators: Creating Long-Term Learning for the Workplace, in Vanderlinde, R., Smith, K., Murray, J. and Lunenberg, M. (Eds). Teacher Educators and their Professional Development: Learning from the past, looking to the future. London: Routledge.  
  • Track, H., Vanderlinde, R., Vanassche, E., Bain, Y., Kidd, W., O'Sullivan, M., Walraven, A. 2021. Learning and design principles for teacher educators' professional development, in Vanderlinde, R., Smith, K., Murray, J. and Lunenberg, M. (Eds). Teacher Educators and their Professional Development: Learning from the past, looking to the future. London: Routledge.  
  • Kidd, W., Vanassche, E and Murray, J. 2020. Articulating, reclaiming and celebrating the professionalism of teacher educators in England in Smith, K. and M. Flores (Eds) Teacher Educators as Teachers and as Researchers. Routledge, London.
  • Czerniawski, G., Kidd, W. and Murray, J. 2019. We are All Teacher Educators Now: Understanding School-Based Teacher Educators in Times of Change in England. Chapter 12 in Murray, J., Swennen, A. and Kosnik, C. (Eds.) International research, policy and practice in teacher education: Insider perspectives. Dordrecht: Springer Academic Publishers.
  • Murray, J. Czerniawski, G. & Kidd, W. 2017. The Impact of Alternative Routes on the Work and Identities of Teacher Educators: The English case. Chapter 2. Pp. 11-23.  In S, Feiman-Nemser & Ben-Peretz, M. (Eds) Getting the Teachers We need: International perspectives on teacher education. New York: Rowman and Littlefield. 
  • Kidd, W. and  Czerniawski, G. 2013. Valuing Student Voice in Practice-based Education in J. Higgs, J. Baldry-Currens, G. Jensen. W. Letts, D. Sheehan, (Eds). Realising Exemplary Practice-based education. Sydney: Sense Publishers.
  • Kidd, W. 2012. Using online communities, wikis and blogs to capture the "boundary crossing" of novice teachers: An action research enquiry on the margins of digital ethnography in S.M. da Silva & P. Landri, (Eds), Rethinking Educational Ethnography: Researching Online Communities and Interactions, CIIE - Centro de Investigação e Intervenção Educativas of the Universidade do Porto.
  • Kidd, W. 2011. 'uSpeak, iPod, iTrain: Adopting Emergent Technologies to Inform Trainee Teachers of Young Learners'  Views of Teaching and Learning' in G. Czerniawski & W. Kidd (Eds) 2011. The Student Voice Handbook: Bridging the Academic/Practitioner Divide. London: Emerald.

Projects and Practitioner Research

  • Hughes, J and Kidd, W (Eds.) 2011.  Working with Diverse Groups of Learners in the Digital Age, ESCalate
  • Kidd, W. 2009. 'Peer Coaching and Mentoring to Improve Teaching and Learning' in practical research for education, number 42. PRE
  • Kidd, W. 2009. 'Will the Real Sociology Please Stand Up? Reflections on the Teaching of Sociological Theories and Concepts', in Social Science Teacher 38(2)
  • Kidd, W. 2008. 'Action Research Within East London Post-Compulsory Provision', ESCalate academic papers online. http://escalate.ac.uk/5160

Research archive

Sociology:

  • Kidd, W and Teagle, A. 2012. Culture and Identity: Skills-Based Sociology. Basingstoke: Palgrave. Second Edition.
  • Steel L, Kidd, W and Brown, A. 2012. The Family. Skills-Based Sociology. Basingstoke: Palgrave. Second Edition.
  • Kidd, W, Legge, K and Harari, P. 2009. Politcs and Power: Skills-Based Sociology. Basingstoke, Palgrave MacMillan.
  • Kidd, W and Czerniawski G. 2004. 'Research and Value Freedom', in Sociology Review 14(2) (Philip Allan)
  • Kidd, W, Abbot D and Czerniawski G. 2004. Heinemann Sociology A2 for OCR Oxford: Heinemann
  • Kidd, W, Abbot D and Czerniawski G. 2004. Heinemann Sociology A2 for AQA Oxford: Heinemann
  • Kidd, W, Abbot D and Czerniawski G. 2003. Heinemann Sociology AS for AQA Oxford: Heinemann
  • Kidd, W, Czerniawski G and Abbott D. 2003. Heinemann Sociology AS for OCR Oxford: Heinemann
  • Kidd, W. 2002. Culture and Identity  Basingstoke: Palgrave
  • Kirby M, Kidd W, Koubel F, Barter J, Hope T, Kirton A, Madry N, Manning P and Triggs K. 2000. Sociology in Perspective AQA Edition Oxford: Heinemann
  • Kirby M, Kidd W, Koubel F, Barter J, Hope T, Kirton A, Madry N, Manning P and Triggs K. 2000. Sociology in Perspective OCR Edition Oxford: Heinemann
  • Steel L and Kidd W. 2000. The Family. Basingstoke: Palgrave
  • Kidd, W et al. (Eds) 1998. Readings in Sociology Oxford: Heinemann
  • Kirby M, Kidd W, Koubel F, Barter J, Hope T, Kirton A, Madry N, Manning P and Triggs K. 1997. Sociology in Perspective Oxford: Heinemann (Chapters contributed – Deviance, The Mass Media, Power and Politics and Religion and Belief Systems)

TEACHING

I have two doctoral completions as a doctoral supervisor and am currently supervising five doctoral students, two of whom are now in write-up. I am the Director of Studies for four supervision teams.

Previously, as Senior Lecturer in Education at the School of Education and Communities I was involved in developing, delivering and managing learning and teaching for professional post-graduate learners on Initial Teacher Education programmes for the secondary sector. I led the humanities and social science Secondary Initial Teacher Education programmes - PGCE, SD and Apprentices for history, Geography and 14-19 Social Science.

Initial Teacher Education

We are one of London's leading centres for teacher training, offering highly successful programmes for Primary, Secondary and Post-Compulsory levels.

UEL Initial Teacher Education

PGCE Further Education

You will have the opportunity to develop your skills through hands-on teaching practice, and completing written assignments to show your understanding of the principles of teaching.

Read more about this course

Publications

The last four years of publications can be viewed below. 

Full publications list

Visit the research repository to view a full list of publications

Research repository