Lisa Murtagh
Datos Biográficos
| ID | 6510037 |
|---|---|
| NOMBRE | Lisa Murtagh |
| NOMBRES | Lisa |
| APELLIDO | Murtagh |
| FIRMA | MURTAGH L |
| AFILIACIONES | University of Manchester |
| ORCID | 0009-0002-4965-0074 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2015 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Mapping critical moments
A novel categorization of teacher well-being interventions
Teacher well-being interventions are overlapped and multifaceted in the literature, spanning positive/flourishing, deficit, and professional frameworks, complicating researchers' and practitioners' understanding of how and why interventions work. This review provides a novel categorization using these tripartite frameworks for evidence-based teacher well-being interventions, offering conceptual clarity for theoretically coherent future research. …
Teacher agency and generative artificial intelligence
The widespread adoption of Generative Artificial Intelligence tools by students poses a challenge to teachers in Higher Education. This study aimed to explore the nature of teacher agency in a setting where students were making extensive use of Large Language Models. The study was conducted in a research-intensive university in the UK, adopting a sequential mixed methods research design. It found that challenges entailed in university teaching ca…
The simple view of teaching
In the context of a global teacher recruitment crisis, the English department for Education has responded by implementing a new, highly prescriptive curriculum for initial teacher education called the Initial Teacher Training Core Content Framework. Using a combination of content analysis and an original approach entitled “doppelganger as method,” we examine where a doubling has occurred, asking how this doubling functions. Our analysis of the Co…
The role of teacher educator virtual communities of practice (VCoPs) in mobilising policy engagement
Attempts to solve perceived policy problems in Initial Teacher Education (ITE) have seen national and international jurisdictions increasingly centralising ITE curricula, coupled with monitoring and auditing of outcomes against defined sets of professional standards. This paper reports the findings of a documentary analysis of 75 items of publicly available literature generated by stakeholders between 2 July and 30 September 2021, in response to …
Examining the role of autonomy-thwarting and autonomy-supportive leadership on teacher educators during the Covid-19 pandemic
This paper reports the findings from a small-scale collaborative autoethnographic study of two teacher educators’ experience of leading Initial Teacher Training (ITT) programmes at a Higher Education Institution (HEI) in England during the Covid-19 pandemic. Data were collected via narrative conversations between the two teacher educators such that they could ‘pool their stories’. The findings suggest that during a time of unprecedented change, t…
Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK
In the context of a decade of change and reform in Initial Teacher Education (ITE) policy making, we assess the impact of the substantial changes caused by Covid-19 affecting ITE from the perspectives of eight university providers in England. Whilst previous research has documented the impact of the first period of lockdown in the UK, initiated in March 2020, we draw on the conceptual framework of classroom readiness to consider the continued and…
Implementing a Critically Quasi-Ethnographic Approach
This paper provides an account of the methodological approach of a study designed to address some fundamental questions relating to formative assessment. The paper reports on the use of a critically quasi- ethnographic approach and describes the practicalities of adopting such an approach. The validity of the study is also considered , reflecting on Tricoglus’ (2001) protocol for practitioner research in education
Sin obras prominentes en esta página.
Implementing a Critically Quasi-Ethnographic Approach
This paper provides an account of the methodological approach of a study designed to address some fundamental questions relating to formative assessment. The paper reports on the use of a critically quasi- ethnographic approach and describes the practicalities of adopting such an approach. The validity of the study is also considered , reflecting on Tricoglus’ (2001) protocol for practitioner research in education
The role of teacher educator virtual communities of practice (VCoPs) in mobilising policy engagement
Attempts to solve perceived policy problems in Initial Teacher Education (ITE) have seen national and international jurisdictions increasingly centralising ITE curricula, coupled with monitoring and auditing of outcomes against defined sets of professional standards. This paper reports the findings of a documentary analysis of 75 items of publicly available literature generated by stakeholders between 2 July and 30 September 2021, in response to …
Examining the role of autonomy-thwarting and autonomy-supportive leadership on teacher educators during the Covid-19 pandemic
This paper reports the findings from a small-scale collaborative autoethnographic study of two teacher educators’ experience of leading Initial Teacher Training (ITT) programmes at a Higher Education Institution (HEI) in England during the Covid-19 pandemic. Data were collected via narrative conversations between the two teacher educators such that they could ‘pool their stories’. The findings suggest that during a time of unprecedented change, t…
Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK
In the context of a decade of change and reform in Initial Teacher Education (ITE) policy making, we assess the impact of the substantial changes caused by Covid-19 affecting ITE from the perspectives of eight university providers in England. Whilst previous research has documented the impact of the first period of lockdown in the UK, initiated in March 2020, we draw on the conceptual framework of classroom readiness to consider the continued and…
Teacher agency and generative artificial intelligence
The widespread adoption of Generative Artificial Intelligence tools by students poses a challenge to teachers in Higher Education. This study aimed to explore the nature of teacher agency in a setting where students were making extensive use of Large Language Models. The study was conducted in a research-intensive university in the UK, adopting a sequential mixed methods research design. It found that challenges entailed in university teaching ca…
The simple view of teaching
In the context of a global teacher recruitment crisis, the English department for Education has responded by implementing a new, highly prescriptive curriculum for initial teacher education called the Initial Teacher Training Core Content Framework. Using a combination of content analysis and an original approach entitled “doppelganger as method,” we examine where a doubling has occurred, asking how this doubling functions. Our analysis of the Co…
Mapping critical moments
A novel categorization of teacher well-being interventions
Teacher well-being interventions are overlapped and multifaceted in the literature, spanning positive/flourishing, deficit, and professional frameworks, complicating researchers' and practitioners' understanding of how and why interventions work. This review provides a novel categorization using these tripartite frameworks for evidence-based teacher well-being interventions, offering conceptual clarity for theoretically coherent future research. …
Pedagogy (5 obras) · Sociology (5 obras) · Medicine (4 obras) · Teacher education (4 obras) · Teacher Education and Leadership Studies (4 obras) · Higher education (3 obras) · Political science (3 obras) · Psychology (3 obras) · Business (2 obras) · Collaborative Teaching and Inclusion (2 obras)