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Dr Warren Edmund Kidd

Senior Lecturer, UEL Teaching fellow, CELT PSF Manager, Programme Leader for PG Cert Learning and Teaching in HE

Teacher Education Research Group (TERG), Cass School of Education and Communities

I am a Teaching Fellow of the University of East London. For the Cass School of Education and Communities I am Subject Leader for Secondary School Direct Humanities ITE and share responsibility for leading the PGCE Secondary Geography programme. I am Programme Leader for the P G Cert Learning and Teaching in Higher Education. Also at UEL, for the Centre of Excellence in Learning and Teaching (CELT), I am the Manager and Chair of our Professional Standards Framework (PSF). I am a Principal Fellow of the HEA (PFHEA). My Doctorate (awarded May 2017) investigated the identities and craft practices of novice teachers in the life-long learning sector in England while adopting a digital ethnographic approach to qualitative data. Founding Member of The International Forum for Teacher Educator Development (InFo-TED).

    I position my work as a teacher educator as informed by the experience and professional location of having taught all years from year 6 (through secondary and Further Education, entry to HE, undergraduate)through to Masters level (level 7) and educating teachers across the secondary, lifelong learning and HE contexts. It is this professional context that informs my work in Higher Education and in particular, in the teaching and support of trainee teachers’ professional learning. Drawing these practices together, I am involved in the initial and continuing teacher education and training of pre-service and in-service professionals across secondary, lifelong learning and HE contexts.

    As Senior Lecturer in Education at The Cass School of Education and Communities I am involved in developing, delivering and managing learning and teaching for professional post-graduate learners on Initial Teacher Education programmes for both the secondary and lifelong learning sectors. I am Subject Leader for the School Direct (SD) humanities and social science Secondary Initial Teacher Education programmes and share responsibility for Secondary PGCE Geography with a colleague . I am also 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. My work also involves working collaboratively with local partners and providers of post compulsory education both within our consortium colleges and within London as a whole. 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 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 elearning. 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.

    My Doctorate (awarded May 2017) used a digital ethnographic method to explore the identities and craft practices of novice teachers in the life-long learning sector in England. 



    Teaching Fellow of the University, supporting staff development and pedagogy.

    I am currently the Professional Standards Framework (PSF) Manager and Chair.

    Subject lead for the humanities/social science Secondary School Direct Initial Teacher Education programmes.

    Shared responsibility for leading the Secondary PGCE Geography programme 

    Programme Leader for the PG Cert Learning and Teaching in Higher Education

    Link Tutor for collaborative partners undertaking UEL validated lifelong learning Initial Teacher Education programmes.
    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 Cass 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, Cass School of Education and Communities, and have previously been Module Leader for Professional Studies for all Secondary Initial Teacher Education programmes.
    Founding member of The International Forum for Teacher Educator Development (Info-TED). For more information visit: http://www.ntnu.edu/info-ted 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.

    Overview

    My research interests include:

    New teacher identity
    Teacher education knowledge base and identity
    Elearning
    Student voice
    Action research
    Digital ethnographic methods


    My work as a teacher educator spans publications, editing and collaborative writing projects on the issues of teacher identity, teacher educator continuing professional development and the use of digital and social media tools for research and learning and teaching.

    Currently completing a book for Sage on educational action research. 

    Collaborators

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    Research

    Teacher Education

    International Peer Reviewed Journals:
    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. (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

    Books:
    Czerniawski, G. and Kidd, W. (eds). (2011) The Student Voice Handbook – Bridging the Academic/Practitioner Divide, London: Emerald
    Czerniawski, G. and Kidd, W. (2013) Homework for Learning: 300 Strategies for learning. London: Open University Press/McGraw-Hill.
    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

    Book Chapters:
    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. (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.
    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.

    Other Research Outputs of Note:

    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)

    Projects and Practitioner Research:
    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) ‘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
    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 on line. 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)

    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)

    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

    Publications

    See my blog at: www.allthingsteachereducation.blogspot.co.uk

    This Weblog houses my podcasts and blogs for teaching, learning and mentoring. The Weblog also links to the

    Follow me @ 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 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


    Consultancy for schools, colleges and other institutions and organisations in the lifelong learning sector on issues of: e-learning; assessment practices; motivating learners; thinking skills; action research.
    My research interests include:

    New teacher identity
    Teacher education knowledge base and identity
    Elearning
    Student voice
    Digital ethnographic methods
    Action research and practitioner inquiry for developing the learning of educational professional learners

    Interests

    I am the Subject Lead for Humanities and Social Science Secondary Initial Teacher Education (ITE) programmes and also the Programme Leader for the Pg Cert Learning and Teaching in Higher Education. The Pg Cert is accrediated by the Higher Education Academy (HEA) for the award of Fellow of the Higher Education Academy (FHEA). 

    Across the secondary ITE programmes as a whole I take responsibility for supporting Schools Direct Salaried (SDS) trainees as well as being the Module Leader for the Active Inquiry module.

     



    Humanities and Social Science Secondary Initial Teacher Education programmes (including PGCE Geography and School Direct humanities and social science (History, Geography, RE, Sociology and Psychology)):
    Professional studies
    Subject knowledge and pedagogy
    School based experience
    Active inquiry (module leader)
    Securing Pupil Progress

    PG Cert Learning and Teaching in Higher Education (Programme leader):
    Pedagogy in Higher Education (module leader)
    Action research project in learning and teaching in Higher Education (module leader)

     

    • Subject Lead for Humanities and Social Science Secondary Initial Teacher Education programmes
    • Programme Leader for the PG Cert Learning and Teaching in Higher Education
    • Link Tutor for UEL collaborative Cert. Ed. And PGCE Post-Compulsory Education and Training (PCET) programmes

     

    Teaching