Anna was appointed to the School of Education, University of Strathclyde as a lecturer in Teacher Professional Learning in January 2016.
Her background is in psychology, and she completed an undergraduate and MRes in Psychology before beginning a PhD in education policy at the University of Glasgow in 2011. Her PhD used a critical policy network approach to trace the development and implementation of ‘Teaching Scotland’s Future’. A specific focus of this research was to explore the role of individual teachers in the formation and enactment of policy, and the concept of professional learning.
She is a member of the Scottish Education Research Association (SERA) Executive board where she leads the SERA Early Researcher and Teacher Researcher Network. She is a co-convenor of the British Education Research Association (BERA) Educational Research and Educational Policy-Making Special Interest Group, and has recently become a link convenor for the European Education Research Association (EERA) Teacher Education Network 10.
Her current research interests include educational politics and policy-making, teacher professional learning and teacher engagement with research. Anna was recently appointed 'Research Fellow' of Hutchesons' Centre for Research, where she is researching the different ways that teachers interact with research and the kinds of structures that can be put in place to support this as form of professional learning.
My research areas are education policy, teacher learning and the intersection between these. Within this, three broad themes underpin my current interests: democratic network governance, policy enactment and teachers as researchers/practitioner enquiry. I employ critical policy analysis, policy ethnography and elements of actor-network theory to better understand education policy processes. I am currently exploring different forms of teacher engagement in and with research in Scotland and the governing role that research brokerage actors play in this space. Underpinning all of this is a focus on social justice and a deep concern about the under-representation of teacher voice in policy spaces.
- The development and implementation of 'Teaching Scotland's Future'
- Teacher engagement with research: a confused agenda?
- Measuring student teachers’ development of metacognition and self-regulated learning in professional dialogue
- ‘Partnership is a daft concept’: Policy implementation and the role of the myth in Scottish education
- Teachers engaging in and with research: bonding, bridging and linking
- Policy networks in Scottish teacher education reform: the myth of democracy
More professional activities
- Practitioner enquiry support in East Renfrewshire (Woodfarm and Cross Arthurlie)
- Wall, Kate (Principal Investigator) Beck, Anna (Academic) Firth, Jonathan William (Academic) Moore, Iain (Academic)
- Tailored practitioner enquiry support to develop whole school approaches
- 01-Jan-2020 - 30-Jan-2021
- Practitioner enquiry support in East Renfrewshire (Woodford Lodge School)
- Wall, Kate (Principal Investigator) Beck, Anna (Academic) Firth, Jonathan William (Academic) Moore, Iain (Academic) Jones, Lynne (Researcher)
- A sustained engagement to develop a whole school approach to practitioner enquiry.
- 01-Jan-2019 - 30-Jan-2020
- An exploration of the role of visual professional learning tools in teacher professional learning
- Beck, Anna (Principal Investigator) Huang, Alan (Research Co-investigator)
- 10-Jan-2018 - 28-Jan-2019
- School and University Research Enquiry
- Sosu, Edward (Co-investigator) Firth, Jonathan William (Co-investigator) Beck, Anna (Co-investigator) Klein, Markus (Co-investigator) Donohoe, Claire (Co-investigator) McGavigan, Hilary (Co-investigator) Martin, Phil (Co-investigator)
- The School and University Research Enquiry project (SURE) aims to bridge the gap between education research and practice. It will investigate the Scottish Attainment Challenge and the ‘what works’ agenda in terms of specific school interventions. In April 2017, the Scottish Government published their Research Strategy for Scottish Education, which stressed the need for a focus on “increasing the levels of collaboration and communication between all actors within the education system". SURE is contributing to this goal via a school-university collaborative study exploring Headteachers’ relationship with
research and gaining an understanding of their choices of interventions employed in their schools, with reference to PEF funding. Researchers on the project represent two Glasgow schools as well as the University of Strathclyde.
- Measuring Quality in Initial Teacher Education (MQuITE):
- Kennedy, Aileen (Principal Investigator) Adams, Paul (Co-investigator) Beck, Anna (Co-investigator)
- 01-Jan-2017 - 31-Jan-2021
- Teacher engagement with research: exploring the development of a school-based research centre
- Beck, Anna (Principal Investigator)
- 21-Jan-2016 - 04-Jan-2017
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