Aimee Quickfall
Biographic Data
| ID | 6154756 |
|---|---|
| NAME | Aimee Quickfall |
| GIVEN NAMES | Aimee |
| FAMILY NAME | Quickfall |
| SIGNATURE | QUICKFALL A |
| AFFILIATIONS | Leeds Trinity University |
| ORCID | 0000-0001-6250-3189 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Philosophical Inquiry with 5–7-Year-Olds
This paper reports on a small-scale qualitative study, using philosophical inquiry in Key Stage 1 (5–7-year-old children). The study involved a one hour per week session of philosophical inquiry in one primary school, ‘Philosophy Club’, with eight children taking part for six weeks. Multiple methods were used, including researcher observations, creative methods such as children’s drawings, notes, models, and discussion, which are combined to make…
The Perfect Storm for Teacher Education Research in English Universities
In this paper, we report on data from our survey of the university Initial Teacher Education (ITE) sector in England, concerning responses to questions about perceptions of workload and research. Our survey collects responses annually (since 2021) from approximately 12% of the cohort, and includes questions on a variety of topics, with Likert scale and text responses. Here, we report on three interconnected areas with potential impacts on the fut…
Exploring the Experiences of Women Academics in England
This study explored the experiences of women who are academics working in UK higher education (HE), using a feminist approach and narrative methods and analysis. The purpose of the research was to explore the experiences of women, with a view to highlighting potential shared experiences, informing the policies of universities and adding to the body of knowledge on women in HE. Findings include narrative themes around gender roles, male‐dominated …
‘It felt like a secret ballot’
In 2022, a mandatory accreditation process was enacted across the pre-service teacher education sector in England, the successful navigation of which would be a requirement for institutions to continue offering initial teacher education (ITE) beyond 2024. We surveyed 143 academics working in university-based ITE in 2022/23, using an online survey to capture a range of their experiences of the academic year. In this paper, we focus on the experien…
Sustaining the teaching profession
This paper examines the implications of England's ‘golden thread’ policy framework for teacher education, which describes a state‐mandated, linear model of professional learning from initial teacher training and education through to continuing professional development. Our collaborative retrospective analysis of three empirical studies within a university‐led teacher education partnership critically examines the experiences of student teachers, e…
Was 2021–2022 an Annus Horribilis for teacher educators? Reflections on a survey of teacher educators
The COVID pandemic temporarily altered the functioning of all sections of society. In England, it led to major disruption in the teacher education sector leading to curtailed training in schools and a rapid shift to alternative approaches to teaching and learning. By the 2021–2022 academic year, it was hoped that activity would return to a level of normalcy. However, the continued hangover of the pandemic together with the return of high‐stakes i…
Reflecting on Ethical Processes and Dilemmas in Doctoral Research
This paper discusses ethical dilemmas from an early-career researcher perspective, drawing upon doctoral research experiences—my own. The doctoral study involved life-history interviews with five primary-school-teacher mothers. During the study, ethical dilemmas arose that were not considered by me or in the official university ethical processes. This left me feeling vulnerable in the data-collection period and overwhelmed with concerns for the w…
Was 2021–2022 an Annus Horribilis for teacher educators? Reflections on a survey of teacher educators
The COVID pandemic temporarily altered the functioning of all sections of society. In England, it led to major disruption in the teacher education sector leading to curtailed training in schools and a rapid shift to alternative approaches to teaching and learning. By the 2021–2022 academic year, it was hoped that activity would return to a level of normalcy. However, the continued hangover of the pandemic together with the return of high‐stakes i…
Reflecting on Ethical Processes and Dilemmas in Doctoral Research
This paper discusses ethical dilemmas from an early-career researcher perspective, drawing upon doctoral research experiences—my own. The doctoral study involved life-history interviews with five primary-school-teacher mothers. During the study, ethical dilemmas arose that were not considered by me or in the official university ethical processes. This left me feeling vulnerable in the data-collection period and overwhelmed with concerns for the w…
Was 2021–2022 an Annus Horribilis for teacher educators? Reflections on a survey of teacher educators
The COVID pandemic temporarily altered the functioning of all sections of society. In England, it led to major disruption in the teacher education sector leading to curtailed training in schools and a rapid shift to alternative approaches to teaching and learning. By the 2021–2022 academic year, it was hoped that activity would return to a level of normalcy. However, the continued hangover of the pandemic together with the return of high‐stakes i…
Philosophical Inquiry with 5–7-Year-Olds
This paper reports on a small-scale qualitative study, using philosophical inquiry in Key Stage 1 (5–7-year-old children). The study involved a one hour per week session of philosophical inquiry in one primary school, ‘Philosophy Club’, with eight children taking part for six weeks. Multiple methods were used, including researcher observations, creative methods such as children’s drawings, notes, models, and discussion, which are combined to make…
The Perfect Storm for Teacher Education Research in English Universities
In this paper, we report on data from our survey of the university Initial Teacher Education (ITE) sector in England, concerning responses to questions about perceptions of workload and research. Our survey collects responses annually (since 2021) from approximately 12% of the cohort, and includes questions on a variety of topics, with Likert scale and text responses. Here, we report on three interconnected areas with potential impacts on the fut…
Exploring the Experiences of Women Academics in England
This study explored the experiences of women who are academics working in UK higher education (HE), using a feminist approach and narrative methods and analysis. The purpose of the research was to explore the experiences of women, with a view to highlighting potential shared experiences, informing the policies of universities and adding to the body of knowledge on women in HE. Findings include narrative themes around gender roles, male‐dominated …
‘It felt like a secret ballot’
In 2022, a mandatory accreditation process was enacted across the pre-service teacher education sector in England, the successful navigation of which would be a requirement for institutions to continue offering initial teacher education (ITE) beyond 2024. We surveyed 143 academics working in university-based ITE in 2022/23, using an online survey to capture a range of their experiences of the academic year. In this paper, we focus on the experien…
Sustaining the teaching profession
This paper examines the implications of England's ‘golden thread’ policy framework for teacher education, which describes a state‐mandated, linear model of professional learning from initial teacher training and education through to continuing professional development. Our collaborative retrospective analysis of three empirical studies within a university‐led teacher education partnership critically examines the experiences of student teachers, e…
Political science (5 works) · Psychology (5 works) · Pedagogy (4 works) · Sociology (4 works) · Higher education (3 works) · Law (3 works) · Management (3 works) · Economics (2 works) · Mathematics education (2 works) · Medical education (2 works)