Professor Aileen Kennedy
- Professor of Teacher Education (School of Education)
email:
Aileen.Kennedy@glasgow.ac.uk
St Andrew's Building (N407), 11 Eldon Street, Glasgow, G3 6NH
https://orcid.org/0000-0002-2724-6911Biography
I am Professor of Teacher Education, Joint Director of the Centre for Transformative Change in Schools (CenTCS) and the Research & Evaluation Lead for the Scottish Government's Centre for Teaching Excellence, hosted here at the University of Glasgow.
I joined the School of Education in October 2023, having previously worked at the Universities of Strathclyde and Edinburgh. Prior to entering academia, I worked as a Primary School Teacher and as a Professional Officer with the General Teaching Council for Scotland.
My work centres on teacher professional learning and teacher education policy and is shaped by a values-based commitment to enhancing the quality of teaching in our schools for social good. I am driven by the pursuit of greater social justice in and through education and have a clear vision of the teacher as professional activist, capable of supporting transformative learning for their pupils and themself.
I am Co-Managing Editor of Professional Development in Education, a Universities Scotland Nominee on the General Teaching Council for Scotland, and a member of the International Teacher Education Collective (@_ITERC).
Research interests
My research focuses on how teachers learn, and the policy context within which this learning happens. This work enables me to conceptualise and explain the powers that influence teacher professional learning, and explores pedagogies for teacher learning that support a transformative and socially just disposition. Of central importance to me is the capacity for my research to speak to policy makers and practitioners alike, and to offer new ways of understanding and articulating how teachers learn in ways that embrace and support a diverse pupil population. My research influences, and is influenced by, my teaching and leadership in the field of teacher education at both initial and post-qualification stages.
Publications
Prior publications
Book Section
Aileen Kennedy (2022) Research for socially progressive teacher education programmes University of Strathclyde. ISBN 9780128186305
Beauchamp, G. et al. (2015) Teacher education in times of change: Responding to challenges across the UK and Ireland Scopus - Elsevier.
Other
Aileen Kennedy, Melanie Ní Dhuinn (2021) Socially just ITE... moving from aspiration to enactment [podcast episode] University of Strathclyde.
Anna Beck, Aileen Kennedy, Kate Wall (2020) PODCAST#9 "Meet the team supporting teacher learning" University of Strathclyde.
Aileen Kennedy (2017) International conversations on professional learning University of Strathclyde. (doi: 10.1080/19415257.2017.1362738)
Aileen Kennedy (2015) 'Useful' professional learning... useful for whom? University of Strathclyde. (doi: 10.1080/19415257.2014.983787)
Aileen Kennedy (2013) Measuring and making impact through research into professional learning University of Strathclyde. (doi: 10.1080/19415257.2013.753753)
Article
Ninetta Santoro, Aileen Kennedy (2015) How is cultural diversity positioned in teacher professional standards? An international analysis University of Strathclyde. (doi: 10.1080/1359866X.2015.1081674)
Aileen Kennedy (2015) What do professional learning policies say about purposes of teacher education? University of Strathclyde. (doi: 10.1080/1359866X.2014.940279)
Aileen Kennedy, William Barlow, James MacGregor (2012) ‘Advancing Professionalism in Teaching’? An exploration of the mobilisation of the concept of professionalism in the McCormac Report on the Review of Teacher Employment in Scotland University of Strathclyde.
Aileen Kennedy (2011) Collaborative continuing professional development (CPD) for teachers in Scotland University of Strathclyde. (doi: 10.1080/02619768.2010.534980)
Aileen Kennedy, J. McKay (2011) Beyond induction University of Strathclyde. (doi: 10.1080/19415257.2010.533598)
Aileen Kennedy, J. McKay (2009) The assessor and the assessed University of Strathclyde.
Aileen Kennedy, Colleen Clinton (2009) Identifying the professional development needs of early career teachers in Scotland using nominal group technique University of Strathclyde. (doi: 10.1080/13664530902858485)
Aileen Kennedy (2007) Continuing professional development (CPD) policy and the discourse of teacher professionalism in Scotland University of Strathclyde. (doi: 10.1080/02671520601152128)
Aileen Kennedy (2005) Models of continuing professional development: a framework for analysis University of Strathclyde. (doi: 10.1080/13674580500200277)
Aileen Kennedy (2004) Perceptions of the educational elite on the purpose of a national framework of continuing professional development (CPD) for teachers in Scotland University of Strathclyde. (doi: 10.1080/0260747042000229753)
Aileen Kennedy (2003) A national framework of CPD University of Strathclyde. (doi: 10.1080/0268093032000106866)
Aileen Kennedy (2001) New teachers' perspectives on continuing professional development University of Strathclyde.
Conference Proceedings
Raymond Soltysek, Aileen Kennedy (2015) Student teachers' perceptions of critical incidents in professional learning University of Strathclyde.
Raymond Soltysek, Aileen Kennedy (2014) Student teachers perceptions of critical incidents in their professional learning University of Strathclyde.
Aileen Kennedy, Claire Cassidy (2012) Extraordinary teachers University of Strathclyde.
Report
Aileen Kennedy (2015) Educating Our Teachers University of Strathclyde.
Grants
‘Using insight from teachers’ stories of Professional Update to enhance policy and practice’, Principal Investigator (January 2024 – January 2024) Funded by SCEL Legacy Fund Bursary (£37,282).
‘Measuring Quality in Initial Teacher Education’ (MQuITE), Principal Investigator, Six-year collaborative project with 11 other teacher education providers in Scotland and GTCS. (£430,788, Scottish Government, Jan 2017 – Dec 2022). www.mquite.scot
‘Young People’s Experiences of Online Tutoring during COVID-19’ Co-Investigator, with Edward Sosu (PI), Claire Cassidy (CI), Markus Klein (CI) & Scott Orr (RA), (2021-2022). Funded by STV Children’s Appeal (£25,000)
‘Professional Teacher Education in University Schools’ (PROTEUS) Co-Investigator, Internal Evaluator and Scottish lead. Collaborators included: NTNU University (Project Lead), Norway; Pedagogische Hochschule Weingarten, Germany; Linköping University, Sweden; Penza State University, Russia; University College South Denmark; University of Oxford, England. (Total grant €275,000, ERASMUS+, Sep 2015 – Sep 2017)
ESRC Placement Fellowship with Scottish Government Analytical Services and HMIE, focusing on links between research and policy (£41,366, ESRC, January – June 2008)
The CPD needs of teachers in years 2-6 of their careers, Principal Investigator (£25,000, Learning & Teaching Scotland, 2007)
Fellowship within Learners, Learning & Teaching Network of the Applied Educational Research Scheme: Project 2: ‘Understanding teachers as learners in the context of continuing professional development’ (part of £2,000,000 Scottish Funding Council/Scottish Government funded project, 2004-2009)
Supervision
Dr Valerie Martin (EdD, 2024). Raising attainment in the Scottish secondary school: A theoretical exploration of the influence of Scottish education policy on the practices of the Curricular Principal Teacher in raising attainment. (Principal Supervisor)
Dr Stuart Farmer (PhD, 2024). The alignment of policy and practice for the career-long professional learning of teachers in Scotland. (Principal Supervisor)
Dr Ammar Tekin (PhD, 2020). Teachers of action: A narrative study into the identities of Turkish teachers of English. (Principal Supervisor)
Dr Kenny Moffat (PhD, 2018) An autoethnography of engineering education (Principal Supervisor)
Dr Susan Jamieson (EdD, 2014). Critical thinking in a community of inquiry: Applying a socio-contructivist framework to problem-based learning tutorials in a Scottish medical curriculum, to investigate critical thinking and the factors that influence this. (Second Supervisor)
Dr Linda Proudfoot (EdD, 2014). The Contexts which Shape Nurse Teacher Identity: Perspectives of newly qualified and experienced nurse teachers. (Second Supervisor)
Dr Teresa MacIntosh (EdD, 2014). The link lecturer’s role in undergraduate pre-registration nurse education: explored through policy and practice (Principal Supervisor)
Dr Khaliza Saidin (PhD, 2012). Malaysian Excellent Teacher Award: The impact of incentives on the improvement of teaching and learning (Principal Supervisor)
Dr Diane Fotheringham (EdD, 2012). Confident to Seek Help: Developing Skill with the use of Feedback (Principal Supervisor)
Dr Vikki Thomas (PhD, 2010). Trading places and pedagogies: The effects of globalisation on overseas-trained teachers’ re/constructions of professional identity in Scotland and England (Second Supervisor) (Synergy Funded scholarship student, with Prof Ian Menter, University of Glasgow as Principal Supervisor)
Dr Hope Nudzor (PhD, 2007). Exploring the policy implementation paradox: the case of the Free Compulsory Universal Basic Education (fCUBE) policy in Ghana (Second Supervisor)
Teaching
I teach on:
Education in Practice 4 on the MEduc
Research and Enquiry-Led Learning and Teaching on the PGDE
I am Course Leader for the MEduc/MDTechED Year 5 dissertation.
Professional activities & recognition
Prizes, awards & distinctions
- 2018: Fellowship awarded for distinguished contribution to the field (International Professional Development Association)
Grant committees & research advisory boards
- 2023: Ministry of Education, Singapore, Education Research Funding Programme
Editorial boards
- 2011: Professional Development in Education
- 2021: British Educational Research Journal
- 2005 - 2009: Scottish Educational Review
Professional & learned societies
- 2022: Universities Scotland Nominee, General Teaching Council for Scotland
- 1992: Member, General Teaching Council for Scotland
- 2012: Member, International Professional Development Association
