Andy Goodwyn | University of Bedfordshire

Professor Andy Goodwyn

At the University of Bedfordshire, I was until September 2022, Head of the School of Education and English [2017-22] and Director of the Institute of Research in Education [ 2018-22]. Previously [1978- 2088] I taught English in secondary schools, also spending 1 year 1980-81] teaching in the USA. I became PGCE English course leader at The University of Reading in 1988, course leader of the MA in English and Language in Education in 1990, Head of Continuing Professional Development 2002-2006, Director of Teaching and Learning, Deputy Head of School, 2002- 2007, appointed Professor in 2005, and was Head of School from 2005-2015. I remain Emeritus Professor at Reading. I worked as Director of Research at The Centre for Research and the Use of Evidence in Education 2016-17.

A major area of my research is the teaching of English in schools with a special emphasis on the careers and identities of English teachers. I have been active in The National Association for the Teaching of English, being Chair 2009-11 and currently Research Officer and Trustee. I am President of the International Federation for the Teaching of English and I was one of the founders of The International Association for the Improvement of Mother Tongue Education in 1999 [now ARLE]. In the field of English, my latest book is Goodwyn, A., Roberts, R., Durrant, C., Sawyer, W., Manuel, J., Zancanella, D. & Scherff, E. (November, 2022). (Eds.). International Perspectives on English Teacher Development: From Initial Teacher Education to Highly Accomplished Professional: [IFTE Volume Four]. London, Routledge.

My other major area of research is teacher expertise, my most recent book about expert teaching is Expert Teaching: an international perspective, Routledge 2016. A recent chapter was on the Advanced Skills Teacher, Goodwyn, A. (2019) ‘A voice for advancing the profession of teaching’. In Wearmouth, J. & Goodwyn, A. (2019) (Eds) Student and Teacher Voice. Ch.8, pp. 123-139. London. Routledge.

As well as NATE, for whom I am the Research Officer, I am an active member of The British Educational Research Association, The American Educational Research Association, The European Educational Research Association, The Australian Association for the Teaching of English and The National Council for The Teaching of English (USA), and try to present regularly at their [and other] conferences. I have worked extensively and developed projects with organisations and universities internationally. In September 2017 I launched the BERA Special Interest Group ‘English in Education’ of which I remain a convenor.

Qualifications:

BA English Language and Literature - University of Reading
MA Victorian Literature and its Background - University of Leicester
Postgraduate Certificate of Education (with Merit) - University of Reading
PhD by publication - University of Reading
Fellow of the Royal Society for the Art

Teaching expertise:

Theory and practice of English teaching as a first language, The values and purposes of English as a school subject and the professional identities of English teachers, Literacy, Literary reading [how and why we read and learn from literature], Darwinian perspectives on culture and specifically literature.
Media Education, The development of expertise, Expert teachers, policy and practice, Information and Communications Technology in improving teaching and learning, digital literacies.

Research interests:

The investigation of the conceptualisation of English as a school subject combined with understanding the values and professional identities of English teachers and student teachers.
A second strand is researching what we mean by 'expert teaching' and examining the various models that have been developed around the world.

Current and recent projects:

What can we learn from BAME Teachers with successful careers in the teaching profession? 2020-23
The Pleasure and Pains of English teaching: an international investigation into the quality of professional life in the ‘middle years’. [UK, USA, Australia] [2020-22
Evaluating the Schoolreaders programme [Bedford based Charity] 2020-2022
Who is leading English? Investigating the emergence of the Lead Practitioners of English phenomenon. NATE and IRED 2019-21
The state of English teaching – a national surveyThe National Association for the Teaching of English/BERA 2019-2020
Textual Matters: the feelings of L1 English teachers, student teachers and school students about why certain texts truly 'matter' personally and in society'. 2019-2020
Investigating the development of The Chartered College for Teaching [CCT] CCT 2018-19
– Visions, versions and revisions of English – an international perspective (2016-2019)
Voices from the contested territories of English and literacy education in times of change: a comparative study of Australia and England. In collaboration with Dr. Kerrie O’Sullivan, Macquarie University, Sydney. (2017-2019)
English teachers and literary subject knowledge: a comparative study of Australia and England : Australian Council for Educational Research (2015-2018)
Senior Leaders in schools and their perspectives on the future of expert teaching – phase 2 (2015-2016)
Futures of English Project (2014-2015)
Senior Leaders in schools and the future of expert teaching – phase 1
External Roles
Journal Editorial Boards: L1: Educational Studies of Language and Literature, English Teaching: Practice and Critique, The International Journal of Media Education, English in Education, English in Australia, Literacy, Learning Research and Practice
Journal Article Reviewer: Research in the Teaching of English, English Education, The Australian Journal of Language and Literacy, The International Journal of Learning and Media, The Journal of Education for Teaching, The British Journal of Educational Technology. The British Journal of
Educational Studies, The Education Review, Education, Communication, Information, Changing English

Recent and current external roles:

External examiner: MA in Education, Brunel University (2020-24)
Consultant to Qualification Wales [new English GCSE] (2021-22)
Consultant to The Premier League Primary Writing Stars Project (2019-2020)
Consultant to Schoolreaders (2017-ongoing)
Consultant to The Norwegian Extended Teacher Project (2016-2022]
External Examiner: Professional Doctorate in Multi-professional Practice, Newman University (2015-2020)
External Examiner: MA in Education, The University of Durham (2015-2020)
External Examiner: UG degree, RMAS Sandhurst Academy (2015-2017)
External Examiner: MA in Media, Culture and Education, The Institute of Education, London (2009-2014)
External Examiner: Recent PhD and EdD examiner [2016-2022] at University of Oxford, Oxford Brookes, Exeter University, Durham University, University College London, University of Bath Spa, Griffith University Melbourne, Kings College London , University of Bath [twice] Edith Cowan University, University of Staffordshire, University of Reading [3 times]University of Sydney, University of East Anglia, University of Liverpool.

Recent publications:

Goodwyn, A., Roberts, R., Durrant, C., Sawyer, W., Manuel, J., Zancanella, D. & Scherff, E. (November, 2022). (Eds.). International Perspectives on English Teacher Development: From Initial Teacher Education to Highly Accomplished Professional: [IFTE Volume Four]. London, Routledge.
Goodwyn, A. [November, 2022], ‘The attrition of the Expertise of teachers of English: from the rich pedagogy of Personal and Social Agency to the poverty of the Powerful Knowledge Heritage model’. In, Goodwyn, A., Roberts, R., Durrant, C., Sawyer, W., Manuel, J., Zancanella, D. & Scherff, E. (2022). (Eds.). International Perspectives on English Teacher Development: From Initial Teacher Education to Highly Accomplished Professional: [IFTE Volume Four], London, Routledge.
Goodwyn, A. [November, 2022], ‘The Remarkable Careers of English Teachers’. In, Goodwyn, A., Roberts, R., Durrant, C., Sawyer, W., Manuel, J., Zancanella, D. & Scherff, E. (2022). (Eds.). International Perspectives on English Teacher Development: From Initial Teacher Education to Highly Accomplished Professional: [IFTE Volume Four], London, Routledge.
Goodwyn, A. (2022) ‘Only disconnect: Rereading Margaret Meek – of policies and practices’, English in Education. [published online, July, 2022]
Goodwyn, A. [2022] ‘Hybrids? when staff become students: emergent academic identity on Professional Doctorate programmes’. in Creative Resistance: How Professional Doctorate Programmes Transform Professional Identity, Knowledge and Practice. Ed. Dave Trotman and Lesley Saunders, Cambridge Scholars Press.
Goodwyn, A., 2021 ‘A Tale of two committees: Newbolt illuminated through the Cox models’. In A. Green [Ed] The New Newbolt Report: One Hundred Years of the Teaching of English in England. Chapter 4, pp.31-48. London, Routledge.
Goodwyn, A. (2021) What does Literature mean to the human species: will it help us to evolve and survive? The Garth Boomer address, 2020. English in Australia. Vol, 56. [1], 7-16.
O,Sullivan, K & Goodwyn, A. (2021) Subject English for Future Students: the visions of English Teachers in NSW and England. English in Australia. Vol, 56. [1], 34-45.
Goodwyn, A. (2020) Educating Willy and Frank: teaching ‘Educating Rita’ in Shoffner, M.& Richard St. Peter Teacher Representations in Dramatic Text and Performance, Ch.2 pp. 34-39. St. Peter. New York: Routledge.
Wearmouth, J. & Goodwyn, A. (2019) (Eds) Student and Teacher Voice. London. Routledge
Goodwyn, A. (2019) [5th Ed.] ‘Media Literacy and English’, in How to Teach English in the Secondary School. (ed) J. Davidson et al. London Routledge. Ch. 8. pp. 119-135.
Goodwyn, A. (2019) ‘A voice for advancing the profession of teaching’. In Wearmouth, J. & Goodwyn, A. (2019) (Eds) Student and Teacher Voice. Ch.8, pp. 123-129. London. Routledge.
Goodwyn, A. ( September 2019) ‘Adaptive agency: some surviving and some thriving in interesting times’. Invited Paper to English Teaching Practice and Critique – special issue on teacher agency. Vol, 18. Issue 2. pp. 21-35.
Goodwyn, A. [2019] English teachers as researchers, from reflecting on practice to researching into practice. The English Magazine, Summer 2019.
Goodwyn, A. (2019) What’s in a name? who is leading the subject of English --- and where are they taking it? The English Magazine. Spring, 2019. London, NATE.
Goodwyn. A [2019]. How teachers with ‘authentic’ expertise fully connect with their students in adapting technology for improved teaching and learning. Impact: journal of the Chartered College of Teaching, Issue 6. [January 2019 Published online]
Goodwyn, A. (2018) ‘Evolution of L1 English as school subject’ in Ontologies of English Reconceptualising the language for learning, teaching, and assessment. [Eds] Hall, C.J. and Wicaksono, R., [Eds] Cambridge, Cambridge University Press.
Enow, L & Goodwyn, A. (2018). The invisible plan: how English teachers develop their expertise and the special place of adapting the skills of lesson planning. English in Education. Vol 52. Issue 2. pp.120-134.
2018-19 Goodwyn, A., Durrant, C., Sawyer, W., Zancanella, D. & Scherff, E. (Eds.). The Future of English teaching worldwide and its histories: celebrating 50 years from the Dartmouth conference. London, Routledge. (June 2018)
Goodwyn, A., Durrant. C and Reid, L [Eds] International perspectives on the teaching of Literature, Routledge, April 2017
Goodwyn, A., Expert Teachers: an International Perspective, London: Routledge, Falmer, December 2016
Goodwyn, A. (2017) A critique of the National Curriculum for English, Goodwyn, A., Durrant. C and Reid, L [Eds] International perspectives on the teaching of Literature, Routledge.
Goodwyn, A. (2015) Is it still King Lear? The e-reader: the phenomenon of the Kindle and other reading devices’, (Eds) Tzu-Bin, Chen, Victor and Chai, Ching Sing, New Media and Learning in the 21st Century: A socio-cultural perspective, London, Springer.
Goodwyn, A. (2014) English and Literacy in Education – National Policies. In Leung, C and Street, B. eds. The Routledge Companion to English Language Studies, London, Routledge.
Goodwyn, A. (2017). From Personal Growth (1966) to Personal Growth and Social Agency – proposing an invigorated model for the 21st Century, English in Australia, 52(1), 66-73.
Goodwyn, A. (2017). And now for something completely different … A Critique of the National Curriculum for English in England: a new rationale for teaching literature based on Darwinian Literary Theory. The Use of English, 68(2), 9-22.
Enow, L & Goodwyn, A, (January, 2017). Multimethod Study: Secondary English Teacher Cognition, SAGE Research Methods Cases Part 2, DOI: http://dx.doi.org/10.4135/9781473993976.
Goodwyn, A. (2016). Still growing after all these years? The Resilience of the ‘Personal Growth model of English’ in England and also internationally. English Teaching, practice and critique. 15(2), 7-21.
Goodwyn, A. & Cordingley, P. (2016). The Potential of Chartered Teacher Status, Education Today. 66 (2), 21-44.