Allison Campbell
Biographic Data
| ID | 7201362 |
|---|---|
| NAME | Allison Campbell |
| GIVEN NAMES | Allison |
| FAMILY NAME | Campbell |
| SIGNATURE | CAMPBELL A |
| AFFILIATIONS | University of Ulster |
| ORCID | 0000-0001-7328-1657 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Reflections on Disrupted Identities and the Possible Agency of Teacher Educators
This paper reflects on Teacher Educator (TE) identity and possible agency around school practicums during a period of intense disruption and uncertainty. A mixed methods study with TEs within the four countries of the UK had originally taken place, using a questionnaire with open and closed questions and self-nominating interviews (Authors). Making use of the narrative comments from the questionnaire and interviews, this paper revisits this data …
Embedding practitioner research as a pedagogy for social justice in physical education teacher education
Introduction Over the past four decades, research in physical education teacher education (PETE) has increasingly focused on social justice pedagogies, advocating for proactive engagement in challenging the status quo of systems of oppression in PETE, including capitalism, imperialism, racism, LGBTQI + phobia, and ableism. Simultaneously, practitioner research has gained traction, encouraging educators to bridge theory and practice.Purpose Consid…
Classroom assistant roles and deployment models
The aim of this scoping review is to explore wider international literature to contextualise the role and deployment of classroom assistants in Northern Ireland. A paucity of research in this regional context has severely constrained understandings of a pivotal workforce in mainstream schools, so the review is unique in its contribution to redressing a significant knowledge gap. A review of studies published between 2012 and 2022 returned 135 uni…
Virtual and augmented reality and pre-service teachers
This study examined the impact of a brief immersive experience with virtual reality (VR) on pre-service teachers' self-efficacy and attitudes towards technology in education. The study found that although pre-service teachers were aware of VR and augmented reality (AR) technologies, they lacked experience using them. The intervention had a positive impact on their beliefs and confidence in using innovative information and communications technolog…
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Virtual and augmented reality and pre-service teachers
This study examined the impact of a brief immersive experience with virtual reality (VR) on pre-service teachers' self-efficacy and attitudes towards technology in education. The study found that although pre-service teachers were aware of VR and augmented reality (AR) technologies, they lacked experience using them. The intervention had a positive impact on their beliefs and confidence in using innovative information and communications technolog…
Classroom assistant roles and deployment models
The aim of this scoping review is to explore wider international literature to contextualise the role and deployment of classroom assistants in Northern Ireland. A paucity of research in this regional context has severely constrained understandings of a pivotal workforce in mainstream schools, so the review is unique in its contribution to redressing a significant knowledge gap. A review of studies published between 2012 and 2022 returned 135 uni…
Reflections on Disrupted Identities and the Possible Agency of Teacher Educators
This paper reflects on Teacher Educator (TE) identity and possible agency around school practicums during a period of intense disruption and uncertainty. A mixed methods study with TEs within the four countries of the UK had originally taken place, using a questionnaire with open and closed questions and self-nominating interviews (Authors). Making use of the narrative comments from the questionnaire and interviews, this paper revisits this data …
Embedding practitioner research as a pedagogy for social justice in physical education teacher education
Introduction Over the past four decades, research in physical education teacher education (PETE) has increasingly focused on social justice pedagogies, advocating for proactive engagement in challenging the status quo of systems of oppression in PETE, including capitalism, imperialism, racism, LGBTQI + phobia, and ableism. Simultaneously, practitioner research has gained traction, encouraging educators to bridge theory and practice.Purpose Consid…
Teacher education (3 works) · Higher education (2 works) · Teacher Education and Leadership Studies (2 works) · Action plan (1 work) · Augmented reality (1 work) · Business (1 work) · Children's Physical and Motor Development (1 work) · Collaborative Teaching and Inclusion (1 work) · Computer Science (1 work) · Context (archaeology) (1 work)