Philippa Cordingley
Philippa Cordingley is the Chief Executive of the Centre for the Use of Research and Evidence in Education (CUREE) and an internationally acknowledged expert in using evidence to develop education policy and practice. She leads CUREE and has a hands on role in many of its projects including the development of the evidence based National Framework for Mentoring and Coaching; the creation of innovative practical resources to engage practitioners with research (e.g. Research for Teachers, The Research Informed Practice (TRIPs) web site and of a bank of micro enquiry tools for the Economic and Social Research Council’s Teaching and Learning Research Programme and for the General Teaching Council). She is the founder and professional adviser to the National Teacher Research Panel, chair of the EPPI Centre Impact of CPD Review Group, an Honorary Fellow of the College for Teachers, a Fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA), Visiting Senior Research Fellow at Sussex University and a member of the Steering Groups of several HE research centres/projects.
Written by Philippa Cordingley
-
Standards and working conditions Constructing teachers’ professional identities
Philippa Cordingley
28 February 2019Constructing teachers’ professional identitiesThis study aims at examining how teachers’ professional identities are constructed in seven contrasting education systems. The jurisdictions - Berlin, Chile, Kenya, Ontario, Scotland, Singapore and Sweden - were selected to achieve an economic and geographical balance and a range of contexts in relation to educational performance and teacher supply...
-
Achieving Sustainable Development Goal 4 7 May 2018 #ResNet: Amplifying teacher voice: getting stuck into research, by Philippa Cordingley
Philippa Cordingley
One of the things we are exploring in our research into how different countries construct teachers’ professional identities that will be presented at Education International’s annual Research Network meeting today, is the nature of the links between investing in research-informed teaching and amplifying teachers’ collective professional voice.
#ResNet: Amplifying teacher voice: getting stuck into research, by Philippa Cordingley -
Achieving Sustainable Development Goal 4 31 May 2017 Constructing Teachers’ Professional Identity – learning from seven countries
Philippa Cordingley
Early stages in research projects are always a mix of aspirations, exploration of the research literature and growing clarity about key questions. In a research project that is as important as the one funded by Education International, to explore how national policies and cultural factors influence the development of teachers’...
Constructing Teachers’ Professional Identity – learning from seven countries