Mr John Winter
Teaching Fellow
Education
Personal statement
I joined Strathclyde University in 2004 as an Associate Lecturer. I was previously a secondary school mathematics teacher for 18 years in West Dunbartonshire. My current position as Teaching Fellow involves working with all levels of the PGDE and BA courses in the School of Education. I am currently course coordinator for PGDE(S) Mathematics, Joint Degree coordinator for the Mathematics and Physics with Teaching degrees and module leader of the B.Ed year 3 mathematics course. I have been part of the PGDE course management team for 2 years and I am currently the coordinator of the Scottish Mathematical Council’s primary maths challenge in the West of Scotland.
I represent the university on the National Numeracy Network Group run by Education Scotland and also the Mathematics Initial Teacher Education forum.
I have provided CPD courses for both the Primary and Secondary sector with a focus on raising attainment.
Publications
- Mathematics
- Hulse Ian, Winter John
- Scottish Education (2018) (2018)
- Multiple choice questions
- Westwood Peter
- How to Pass Higher Maths (2005) (2005)
Projects
- Cognitive Elements in Learning and Engagement in Student Teacher Education
- McNally, James (Principal Investigator) Blake, Allan (Research Co-investigator) Byrne, Charles (Co-investigator) Harris, Linda (Co-investigator) Winter, John (Co-investigator)
- Contemporary research reveals learning to teach to be a process of identity formation involving context-specific dimensions of experience: emotional, relational, structural, material, cognitive, ethical, temporal. Rather narrow definitions of cognitive development continue to shape professional learning however, and arguments for more dynamic models tend not to be substantiated with much empirical evidence. Building on interviews with 26 student teachers, this study reveals, in more specific detail, the contingent web of socio-professional interaction that shapes cognitive development in teaching, and suggests that beginners’ identities evolve as part of a co-creative learning process, rather than as passive subjectivities of a deterministic professionalism.
- 01-Jan-2009