Pete Boyd is a consultant and Professor Emeritus of Professional Learning at the University of Cumbria. Pete was formerly a teacher and head of department in secondary schools in England for twelve years.  He also spent three years teaching field study and outdoor education at a residential centre working with young people from age 10 to 21 years. Subsequently Pete became a university-based teacher educator and researcher teaching on undergraduate Education Studies and Masters in Education programmes as well as doctoral supervision. He continues to supervise doctoral students in educational research, mainly part-time students who are experienced teachers or lecturers and as a freelance consultant is involved in leading courses, workshops and collaborative action research projects.

An important element of Pete’s current research activity is in collaborative close to practice projects with school teacher practitioner researchers. He has completed collaborative projects with teacher researchers related to dialogic teaching including ‘Learning Conversations’ in early years settings and ‘Mastery Approaches to Maths’ in Primary school settings. His recent collaborative projects have focused on dialogic teaching and mastery approaches to teaching maths. Pete’s current and most recently completing doctoral students are researching the pedagogy of professional education in higher education,  mastery approaches to teaching maths, teachers’ motivation to learn, and collective mindset in a Primary school.

Pete’s research interests include assessment for learning and he co-authored an influential text on assessment in higher education, as well as a series of research journal papers, with his colleague Sue Bloxham. Another strand of his research has focused on investigating the work, identity and expertise of professional educators – mainly teacher educators but also lecturers in nursing and allied health professions.

Pete’s profile page at University of Cumbria

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