Projects per year
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. I enjoy both conceptual and empirical work, leaning towards a critical, interpretivist perspective on research. In particular, I have experience in critical discourse analysis, elite interviews, narrative interviews, focus groups, nominal group technique and both small and large scale surveys.
All of my teaching is informed by my research on teacher professional learning and teacher education policy. At the root of my teaching approach is a values-based commitment to furthering democratic learning and working for social justice through adopting an activist orientation. I am persuaded by the literature on transformative learning, and in particular, by the ideas promoted through ‘a politics of recognition’. This means that my teaching is characterized by openness, negotiation, authenticity and bravery, and that I use my teaching as a valuable source for my own professional learning.
Expertise related to UN Sustainable Development Goals
In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):
Doctor of Philosophy, UNIVERSITY OF STRATHCLYDE
Award Date: 1 Jan 2006
Master of Education, UNIVERSITY OF STRATHCLYDE
Award Date: 1 Jan 2000
Bachelor of Education, Jordanhill College
Award Date: 1 Jan 1992
- teacher education
- professional learning
- education policy
- transformative learning
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Measuring Quality in Initial Teacher Education (MQuITE):
Kennedy, A., Adams, P. & Beck, A.
1/01/17 → 31/12/23
Proposal for Process and Impact Evaluation of the East Lothian Tutoring Initiative (ELTI)
Sosu, E., Cassidy, C., Kennedy, A. & Klein, M.
6/01/21 → 30/09/21
Measuring Quality in Initial Teacher Education: Final ReportKennedy, A., Carver, M. & Adams, P., 28 Apr 2023, Edinburgh. 170 p.
Research output: Book/Report › Commissioned reportOpen AccessFile2 Downloads (Pure)
Reflective Teaching in Secondary SchoolsPollard, A., Daly, C., Burn, K., Higgins, S., Kennedy, A., Mulholland, M., Fraser-Pearce, J., Richardson, M., Wyse, D. & Yandell, J., 23 Feb 2023, 6 ed. London. 592 p.
Research output: Book/Report › Book
Fellowship of the International Professional Development Association
Kennedy, Aileen (Recipient), 15 Nov 2018
Prize: National/international honour
BERA Presidential Roundtable Series 2023/24
Aileen Kennedy (Invited speaker), Gary Beauchamp (Invited speaker), Paul McFlynn (Invited speaker) & Lisa Murtagh (Invited speaker)29 Mar 2023
Activity: Participating in or organising an event types › Participation in workshop, seminar, course
International Congress on School Improvement and Effectiveness
Aileen Kennedy (Participant)12 Jan 2023
Activity: Participating in or organising an event types › Participation in conference