Professor Jean Murray
Professor of Education, Cass School of Education and Communities
Jean is involved in research on teacher education, work-based learning, induction and professional development and research-capacity building.
Her publications have included sociological and policy analyses of the history of teacher education, the professional identities of teacher educators, school teachers and mentors, the work of teacher, medical, nurse and social work educators, and the processes of academic induction and professional development in Higher Education.
In addition to undertaking an extensive range of national consultancies, Jean has undertaken research projects for many organisations including the ESRC, the EU, the Higher Education Academy / ESCalate, the Society for Educational Studies, BERA, UCET and the TLRP / ESRC, the Teaching Agency and the Department for Education.
Amongst other professional activities, Jean is the Deputy Editor of the Journal of Education for Teaching (a 5 star, SSRI listed journal). She also works on the Editorial Boards of three other international journals. She is a Council member of the British Educational Research Association (BERA), as well as being a member of the American Educational Research Association (AERA), the Association of Teacher Educators in Europe (ATEE), the Society for Educational Studies (SES) and the University Council for the Education of Teachers (UCET). She is also part of international networks researching teacher education in European, North American and Australian contexts
Research projects include:
Digital Literacies in Teacher Education (funded by the Canadian Research Council). Project conducted with researchers from OISE, University of Toronto, Canada and Universities of Monash, Australia and Columbia, USA and Kings College, London
Workplace Learning in Teacher Education (ESRC funded seminar series), with University of Manchester and Liverpool John Moores University
The Teacher Education Research Network (ESRC funded) research-capacity building project conducted across seven universities in the North West of England
Building Research Capacity in Teacher Education (Teacher Education Group for the TLRP / ESRC, BERA, UCET and ESCalate / HEA), conducted with researchers from the Institute of Education, Glasgow, Leeds Metropolitan, Liverpool John Moores and Roehampton Universities.
Major Award from the Society of Educational Studies for research project ‘ The Academic Tribe of Teacher Educators, conducted with the Institute of Education and the Roehampton University (PI)
Teacher Training (Development) Agency, 2006 – 2008 (£138K) Evaluation of the Subject Knowledge and Booster courses (SKBC). (PI with R. Jeffery)
The Induction of Teacher Educators into Higher Education Institutions in Europe, with Research and Development Group 18 of the Association of Teacher Educators in Europe www.atee.org/rdcs/pdte.html www.pdte.macam.ac.il
Devising a professional framework for the work of teacher educators in Europe, with Research and Development Group 18 of the Association of Teacher Educators in Europe www.atee.org/rdcs/pdte.html www.pdte.macam.ac.il (PI)
The development of resources for the Support for New Academic Staff (SNAS) database for the Higher Education Academy / ESCalate (www.escalate.ac.uk/1564; www.hea.ac.uk) (PI)
The Evaluation of the Subject Knowledge Booster Course provision for the Teacher Development Agency 2002-2003; 2003-2006..
Supporting the development of new researchers in education. Joint initiative for the British Educational Research Association (BERA www.bera.ac.uk ) and the University Council for the Education of Teachers (UCET www.ucet.ac.uk )
Publications since 2008 include: Refereed Journal Articles Murray, J (in press, 2014) Teacher Educators’ Constructions of Professionalism: change and diversity in teacher education. Asia Pacific Journal of Teacher Education 42.1
Murray, J. Campbell, A. Hextall, I., Hulme, M., Jones, M., Mahony, P., Menter, I., Procter, R., & Wall, K. (2009) Research and Teacher Education in the UK: building capacity. Teachers and Teacher Education.
Murray, J., Campbell, A., Hextall, I., Hulme, M., Jones, M., Mahony, P., Menter, I., Procter, R. & Wall, K. (2008) Mapping the Field of Teacher Education Research: methodology and issues in a research-capacity building initiative in teacher education in the UK. European Educational Research Journal vol 7 no. 4 pp. 459 - 474. Lead author: 60%
Murray, J. (2008) Teacher educators’ induction into Higher Education: work-based learning in the micro communities of teacher education. European Journal of Teacher Education 31. 2. pp. 117 – 133.
Murray, J. (2008) Towards the re-articulation of the work of teacher educators in Higher Education Institutions in England. European Journal of Teacher Education. 31.1 pp. 17-34.
Murray, J. and Aymer, C. (2008) The Apparent Conflict between Commitment to the Development of the Profession and the Imperatives of the Academy. Journal of Social Work Education.
Books McNamara, O., Murray, J. and Jones, M. (editors) (2013) Workplace Learning in Teacher Education (Amsterdam: Springer).
Murray, J. and Kosnik, C. (editors) (2013) Academic Lives and Identities in Teacher Education. London: Routledge.
Murray, J. and Wishart, J. (editors) (2011) Teacher Education in Transition: the changing landscape across the UK. The Higher Education Academy / ESCalate.
Boyd, P. Harris, K. & Murray, J. (2011) Becoming a Teacher Educator (2nd edition). The Higher Education Academy / ESCalate.
Menter, I. and Murray, J. (editors) (2010) Developing Research in Teacher Education. Routledge.
Fowler, Z., Stanley, G., Murray, J., Jones, M. & McNamara, O. (2013) Research capacity building with new technologies within new communities of practice: reflections on the first year of the Teacher Education Research Network. International Journal of Professional Development 32.2 pp. 182-203 .
Koshy, V. & Murray, J. (editors) (2010) Unlocking Primary Mathematics. Routledge.
Book chapters McNamara, O. & Murray, J. (2013) The School Direct programme and its implications for research-informed teacher education and teacher educators. In Florian, L and Pantic, N. (editors) Learning to teach part 1: Exploring the history and role of higher education in teacher education. York: The Higher Education Academy.
Murray, J (2013) Analysing the fallout in teacher education: government intervention, academic drift and the higher education marketplace in Evans, M. (ed) Teacher Education and Pedagogy. Cambridge: CUP. pp 1-23
Murray, J., Jones, M., McNamara, O., & Stanley, G. (2011) Institutional re-orientation attempts and their effects on academics in teacher education: a case study from England in R. Adamson, J. Nixon & F. Su (eds) The Reorientation of Higher Education: compliance and defiance. London: Springer pp.65-92.
Murray, J. (2009) Academic induction for new teacher educators: forging authentic research identities through practitioner inquiry in A. Campbell & S.Groundwater-Smith (eds) Connecting Professional Inquiry and Learning in Higher Education. pp. London: Routledge
Murray, J, Swennen, A. and Shagrir, L. (2008). Perspectives on Teacher Educators and their Identities. in ‘Becoming a Teacher Educator’. pp.24-45 London:Routledge Falmer.
Official Reports McNamara, O., Murray, J., and Jones, M. (2012) Evaluation of the Workplace Learning in Teacher Education Seminar Series 2010 -21011. ESRC Project Report.
McNamara, O., Murray, J., Boyd, P., Kassim, S. and Jones, M. (2011) Report for the University Council for the Education of Teachers (UCET) on the Evaluation of the Effectiveness of the Self-Evaluation Document in Initial Teacher Training. London: UCET.
Murray, J and Mahony, P (2011) On Learning from the Research Successful: Report on the Higher Education Academy Grant number 546/7. ESCalate: Bristol
Murray, J. Boyd, P. and Harris, K. Report on the Induction into Teacher Education Project Years 1& 2. Higher Education Academy Grant number 348/ 1- 2. ESCalate: Bristol
Murray, J. (2012) Changing Places, Changing Spaces: Towards understanding teacher education’s location through space-time. Journal of Education for Teaching. 38.5. pp. 245-267
Murray, J., Jones, M., McNamara, O. and Stanley, G. (2009) Evaluation of the Teacher Education Research Network (TERN) 2008-09. ESRC Project Report. http://www.esrc.ac.uk/ESRCInfoCentre
Murray, J. Czerniawski, G. & Barber, P. (2011) Faculty Identities, Academic Communities and Knowledge Terrains in Teacher Education. Journal of Education for Teaching, 37.3. pp.105 – 125.
Jones, M., McNamara, O., Murray, J. & Stanley, G. (2011) Facilitating teacher educators’ professional learning through a regional research capacity-building network. Asia Pacific Journal of Teacher Education vol 39 No3, August 2011, pp.263-275.
Menter, I. Hulme, M. & Murray, J (2010) Teacher Education Research in the UK: the state of the art. Swiss Revue of Education (Schweizerische Zeitschrift fur Bildungswissenscaften) 2010.1 pp. 34-48.
Murray, J. (2011) Towards a New Language of Scholarship in Teacher Educators’ Professional Learning? Professional Development in Education 36.1. pp.197 – 205.
Murray, J., Jones, M., McNamara, O., & Stanley, G. (2009) Capacity = Expertise x Motivation x Opportunities: factors in capacity building in teacher education. Journal of Education for Teaching 35.4 pp. 391 – 409.
Wall, K. Campbell, A. Hextall, I., Hulme, M., Jones, M., Mahony, P., Menter, I., Murray, J. & Procter, R. (2009) The TEG bibliography; having knowledge and using it – next steps? Journal of Education for Teaching 35.4 pp. 441 – 453.
At UEL she teaches on the research methods modules for the taught doctorate programme (the EdD). She also leads the specialist Teacher Education module on the award.
Jean undertakes PhD thesis supervision for students on both PhD and EdD programmes, drawing on the expertise accumulated from guiding many doctoral students through to successful completions
Jean has also undertaken extensive external examiner work for PhD students from a number of universities, including Cambridge, London (Kings College and the Institute of Education), Glasgow and Lancaster in the UK and abroad at Vreijuniversiteit in Amsterdam, University of Jyväskylä, Finland and the University of Karachi, Pakistan.