Dr Kevin Proudfoot

  • Senior Lecturer in Teacher Education (Pedagogy, Praxis & Faith)

Biography

Dr Kevin Proudfoot is a Senior Lecturer in Education at the University of Glasgow. 

Research interests

Dr Kevin Proudfoot researches the lived experiences of education professionals and their negotiation of policies and practices, particularly their perspectives on the role and impact of accountability arrangements. He additionally publishes on research methods, focusing on questions of mixed methodology.

He welcomes enquiries from Doctoral students seeking supervision in similar areas. 

Publications

List by: Type | Date

Jump to: 2024 | 2023 | 2022 | 2021
Number of items: 9.

2024

Proudfoot, K. (2024) Mētis: a framework for understanding tactics of resistance. Journal of Education Policy, (Accepted for Publication)

Proudfoot, K. (2024) Teachers’ perspectives on pay incentives in England: performance evaluation in a context of high-stakes accountability. Educational Assessment, Evaluation and Accountability, (doi: 10.1007/s11092-024-09437-6) (Early Online Publication)

Proudfoot, K. and Boyd, P. (2024) The instrumental motivation of teachers: implications of high-stakes accountability for professional learning. British Journal of Educational Studies, 72(3), pp. 295-320. (doi: 10.1080/00071005.2023.2267657)

2023

Proudfoot, K. (2023) Inductive/deductive hybrid thematic analysis in mixed methods research. Journal of Mixed Methods Research, 17(3), pp. 308-326. (doi: 10.1177/15586898221126816)

2022

Proudfoot, K. and Boyd, P. (2022) Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability. Professional Development in Education, (doi: 10.1080/19415257.2022.2151038) (Early Online Publication)

Proudfoot, K. (2022) Introjected regulation in teachers’ professional development motivations. Teachers and Teaching: Theory and Practice, 28(8), pp. 1021-1034. (doi: 10.1080/13540602.2022.2144816)

2021

Farrar, J. and Proudfoot, K. (2021) Becoming a teacher. Teaching Scotland, 90, p. 5.

Proudfoot, K. (2021) Panopticism, teacher surveillance and the ‘unseen’. British Journal of Sociology of Education, 42(5-6), pp. 812-827. (doi: 10.1080/01425692.2021.1914549)

Proudfoot, K. (2021) Creating Professional Space in Initial Teacher Education: Sharing Practitioner Enquiries on Socio-Economic Disadvantage. Project Report. Scottish Council of Deans of Education, Scottish Attainment Challenge.

This list was generated on Sat Dec 21 10:16:37 2024 GMT.
Jump to: Articles | Research Reports or Papers
Number of items: 9.

Articles

Proudfoot, K. (2024) Mētis: a framework for understanding tactics of resistance. Journal of Education Policy, (Accepted for Publication)

Proudfoot, K. (2024) Teachers’ perspectives on pay incentives in England: performance evaluation in a context of high-stakes accountability. Educational Assessment, Evaluation and Accountability, (doi: 10.1007/s11092-024-09437-6) (Early Online Publication)

Proudfoot, K. and Boyd, P. (2024) The instrumental motivation of teachers: implications of high-stakes accountability for professional learning. British Journal of Educational Studies, 72(3), pp. 295-320. (doi: 10.1080/00071005.2023.2267657)

Proudfoot, K. (2023) Inductive/deductive hybrid thematic analysis in mixed methods research. Journal of Mixed Methods Research, 17(3), pp. 308-326. (doi: 10.1177/15586898221126816)

Proudfoot, K. and Boyd, P. (2022) Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability. Professional Development in Education, (doi: 10.1080/19415257.2022.2151038) (Early Online Publication)

Proudfoot, K. (2022) Introjected regulation in teachers’ professional development motivations. Teachers and Teaching: Theory and Practice, 28(8), pp. 1021-1034. (doi: 10.1080/13540602.2022.2144816)

Farrar, J. and Proudfoot, K. (2021) Becoming a teacher. Teaching Scotland, 90, p. 5.

Proudfoot, K. (2021) Panopticism, teacher surveillance and the ‘unseen’. British Journal of Sociology of Education, 42(5-6), pp. 812-827. (doi: 10.1080/01425692.2021.1914549)

Research Reports or Papers

Proudfoot, K. (2021) Creating Professional Space in Initial Teacher Education: Sharing Practitioner Enquiries on Socio-Economic Disadvantage. Project Report. Scottish Council of Deans of Education, Scottish Attainment Challenge.

This list was generated on Sat Dec 21 10:16:37 2024 GMT.

Grants

University of Glasgow lead for SCDE Scottish Attainment Challenge, a Scottish Government funded research project, focused on developing pedagogies to reduce the poverty-related attainment gap in Literacy, Numeracy and Health and Wellbeing. 

Supervision

Recently Completed PhDs:

Teachers’ Perspectives on Students' Mathematical Proficiency: PhD awarded, 2021.

Teachers’ Perspectives on Lesson Study as a Development Strategy. PhD awarded, 2022.

E-Learning in Saudi Arabia: An Analysis of Academic Perspectives. PhD awarded, 2023.

Student Perceptions of eAssessment: Process rather than Product. PhD awarded, 2023.

Discourses of Quality in Early Learning and Childcare in Scotland. EdD awarded, 2024.

Current Supervision:

Teachers' Perspectives on Moral Education in the Scottish Primary Context. Viva Pending.

Casino Culture: Student Perspectives on Neoliberal Education in Macao. Viva Pending.

Practitioner Perspectives on Early Years Immersion Education in China. 1st year.

Teaching

 

Dr Proudfoot is Programme Leader for MSc (Online) Education and Programme Leader for EdD (Doctorate in Education). 

 

Additional information

Reports

Proudfoot, K., (2021) Creating Professional Space in Initial Teacher Education: Sharing Practitioner Enquiries on Socio-Economic Disadvantage, Scottish Council of the Deans of Education Attainment Challenge Project: Final Report. http://www.scde.ac.uk/wp-content/uploads/2021/07/University-of-Glasgow-SAC-Final-Report.pdf

Editorial Board of Journal

Member of Editorial Board for the leading journal, Critical Studies in Education

Conference Organisation

Convened a ‘5 Nations’ (UK and Ireland) Educational Leadership’ event at the University of Newcastle, focused on the concept of ‘Leadership as Practice’. (2019)

National Convenor for the British Educational Research Association ‘Educational Leadership’ Special Interest Group (standard 3 year term, 2018-2020).

International Conference Presentations

Straub, S., Livingston, K., Proudfoot, K., Fischer-Schöneborn, S., (2020) University-School Partnerships in Initial Teacher Education: Insights from Lüneburg and Glasgow.  Lower-Saxony – Scotland Joint Forum 2020. 

Proudfoot, K., (2017) ‘Professional autonomy and performance management: implications for teacher motivation and wellbeing.’ Paper presented at the European Educational Research Association Conference (2017), University of Copenhagen.

National Conference Presentations

Proudfoot, K., (2018) Neoliberal Performance Management and Teacher Motivation in English State Schools. Paper presented at Scottish Educational Research Association Conference (2018)

Proudfoot, K., (2017) Performance management: how does it affect teachers’ motivation to ‘improve’? Paper presented at the British Educational Research Association Conference, University of Sussex.

Proudfoot, K., (2016) Intrinsic and Extrinsic Motivations in Teacher Professional Development. Exploring a Pilot Study Paper presented at the British Educational Research Association Conference, University of Leeds.

Other Publications

Proudfoot, K. (2017)  ‘Survey dissemination, school hierarchy and teacher voice.’ British Educational Research Association Blog publication.

National Advisory Roles

Co-organiser of the ‘Self Evaluation Framework for ITE, 2019' - in partnership with other ITE institutions and Education Scotland.

GTCS ITE Accreditation Panel Member – the Scottish national review body for new and reaccredited ITE programmes.

Membership of Professional/Academic Associations/Research Centres

Member of British Educational Research Association (2015-present)

Member of GTCS (2018-present)

Member of the Robert Owen Centre for Educational Change (2020-present)

External Examination

External Examiner for MEd Educational Studies, Queen’s University Belfast

External Examiner for MSc Educational Leadership, Queen’s University Belfast

Invited Workshops/Lectures

Participation in an ERASMUS+ project on teacher appraisal, entailing delivery of workshops to a group of European school inspectors from Spain, Portugal, Romania, Lithuania and Cyprus. 2015.

Exploring Inductive/Deductive Hybrid Thematic Analysis in Integrative Mixed Methods Research. Mixed Methods International Research Association Webinar Series. 2024.