Principal Lecturer and Partnership & Professional Development Leader

Following a successful career as a Primary phase teacher I became an Advanced Skills Teacher supporting teachers across a large and diverse county.  I joined ITE twelve years ago and have developed my understanding of learning and teaching through practice, a Masters and Doctoral study.

I currently lead the NQT support in the School of Teacher Education. I am an experienced phase leader for inspection by Ofsted.

My current research reflects my interest in the importance of children's voice in developing their own learning but also in improving the understanding of those who teach them, especially student teachers.

I enjoy fine dining and good wine!

Other References

• Twitter: @DrKateHG1

Qualifications

• EdD - University of Bedfordshire
• Senior Fellow - Higher Education Academy
• MA Education - University of Bedfordshire
• Certificate in Performance Coaching - Newcastle College
• BA Ed (Joint Honours, Education and Technology) - University of Reading

Teaching Expertise

• Primary Education
• Teacher Education
• Teacher Professional Development
• Design and Technology
• Safeguarding

Research Interests

• Initial Teacher Education (ITE)
• Children's voice
• Reflective practice
• Student-centred learning
• Continuing professional development

Research Projects

• “Can teachers’ pedagogy be enhanced by heeding children’s thoughts about their learning?”

External Roles

• External Examiner for ITE provider
• Member UCET Management Forum

Publications

• “Kartouche – Primary Shakespeare” – Summer 2006, ICT User Friendly, Hampshire County Council, pages 6-9
• “A study to find out what it means to use ICT in teaching in learning in Initial Teacher Education” – March 2012, Online Education Research Journal
• “How can a student teacher’s practice be developed and enhanced by incorporating the views of children about their learning into her teaching in the classroom? – A pilot study” – June 2014, Online Education Research Journal
• “How can a student teacher’s practice be developed and enhanced by incorporating the views of children about their learning into her teaching in the classroom? – A pilot study” – July 2014, Conference Presentation, A Child’s World, Aberystwyth University
• “How can a student teacher’s practice be developed and enhanced by incorporating the views of children about their learning into her teaching in the classroom? – November 2016, Conference Presentation for Cambridge Primary Review Trust
• Beds Talk "How can student teachers’ pedagogy be enhanced by heeding children’s thoughts about their learning?" January 2018
• DfE publication ‘Supporting well-being and workload with NQTs’ Best Practice Case Study (Spring 2018)
• “Initial Teacher Education in Primary Education in England”, in progress 2018, Journal of Education and Childhood Studies, London: Bloomsbury
• “Chapter 2: Lessons learnt by student teachers from the use of children’s voice in teaching practice” in Pupil, Teacher and Family Voice in Educational Institutions edited by Wearmouth, J  and Goodwyn A (2018), London: Taylor Francis
• Conference present & discuss "How can student teachers’ pedagogy be enhanced by heeding children’s thoughts about their learning?" for EAPRIL November 2018, Slovenia 
• Conference case study conference presentation "How can student teachers’ pedagogy be enhanced by heeding children’s thoughts about their learning?" for EAPRIL November 2018, Slovenia

Contact Details

T: +44 (0)1234 793067
E: kate.hudson-glynn@beds.ac.uk