I am a Lecturer in Education in the North Wales School of Education at Bangor University, where I work with student teachers, practising educators and school partners to strengthen science education, digital pedagogy and classroom practice. I teach across undergraduate, PGCE and master’s-level provision through both English and Welsh.

My approach to teacher education is practical, inclusive and research-informed. I want student teachers to understand educational theory, but also to feel confident translating it into meaningful experiences for learners in the classroom. My teaching draws on more than twenty years of experience in secondary science, chemistry and outdoor education, including previous roles as a Head of Chemistry, science teacher and outdoor education teacher. This background continues to shape my interest in practical science, experiential and outdoor learning, and the development of teachers’ professional knowledge and confidence.

As Digital Lead for the North Wales School of Education, I lead work to strengthen digital pedagogy across Initial Teacher Education. This includes using the Technological Pedagogical Content Knowledge framework to evaluate and develop student teachers’ digital competence, integrating the Welsh Government’s Hwb platform into teacher education, and supporting colleagues to use technology purposefully, critically and inclusively. I am also Principal Investigator for Bangor University’s contribution to the Wales Collaborative for Learning Design, where my work focuses on emerging technologies, learning design and digital approaches to professional learning.

A central part of my work is connecting the University with schools, teachers and professional organisations. I established the North Wales Science Teacher Network and contribute to the Boosting Science Education in Wales programme, through which I organise conferences and professional learning for primary teachers, secondary science teachers and science technicians. I also collaborate with organisations including the Royal Society of Chemistry and the Institute of Physics to expand the experiences and professional networks available to student teachers and practising educators.

I am a Senior Fellow of Advance HE, a Member of the Royal Society of Chemistry and a Registered Scientist. My wider interests include inclusive curriculum design, Universal Design for Learning, practical and microscale science, outdoor learning, assessment and feedback, and bilingual teacher education in Wales.

Lecturer in Education

North Wales School of Education, Bangor University

Address: Athrolys, North Wales School of Education, Bangor University, Bangor, Gwynedd, LL57 2DG, UK

ORCID iD: 0009-0007-2016-3375

https://orcid.org/0009-0007-2016-3375

I teach across undergraduate, PGCE and master’s-level programmes in the North Wales School of Education, contributing to Initial Teacher Education through both English and Welsh. My teaching includes science and technology education, digital pedagogy, professional and pedagogical studies, curriculum design and realisation, and dissertation supervision. I work with student teachers preparing for primary, secondary and additional learning needs settings, as well as practising educators undertaking postgraduate study.

My teaching is practical, inclusive and closely connected to professional practice. I aim to help student teachers understand the research and theory underpinning effective education while developing the confidence to apply that knowledge in schools. I frequently model teaching approaches that students can adapt for their own classrooms, using practical experiments, digital technologies, outdoor learning and opportunities for collaborative problem-solving. My students particularly value the practical and engaging nature of these sessions, the opportunity to try activities for themselves, and the clear connections between university learning and their work in schools.

A major focus of my teaching is science education. Drawing on my extensive background in science teaching and outdoor education, I have helped strengthen practical science within Bangor’s Initial Teacher Education provision. This includes developing practical learning spaces, modelling safe and accessible investigations, and introducing student teachers to approaches such as microscale science. My aim is to help future teachers develop strong subject knowledge and pedagogical confidence while recognising how practical enquiry can promote curiosity, conceptual understanding and participation.

As Digital Lead for the School, I support the development of digital pedagogy across Initial Teacher Education. Rather than focusing only on individual software packages, I encourage students to consider how technology, pedagogy and subject knowledge interact. I use the Technological Pedagogical Content Knowledge framework to help student teachers evaluate their digital competence, identify areas for development and make informed decisions about technology in their teaching. I also support the integration of the Welsh Government’s Hwb platform and associated tools into Initial Teacher Education.

Inclusion and accessibility are central to my teaching. I work with colleagues across the University to develop inclusive approaches to curriculum, learning resources and assessment. I encourage student teachers to consider accessibility from the beginning of the design process, rather than treating it as a later adjustment, and to recognise how thoughtful and flexible design can reduce barriers and improve learning for everyone. I have also contributed to the wider sharing of effective practice in accessible and inclusive teaching across the University.

I contribute to module and assessment leadership across undergraduate and postgraduate provision. My responsibilities include curriculum and syllabus design, developing learning outcomes and assessment tasks, preparing students for assessment, moderation, quality assurance and the provision of developmental feedback. I am particularly interested in authentic forms of assessment that allow students to demonstrate professional understanding through practical, digital and video-based approaches, where these are appropriate to the intended learning outcomes.

I teach through the medium of both Welsh and English and contribute to the development of bilingual Initial Teacher Education. As a Welsh learner, I have continued to develop my professional use of Welsh and now teach across a range of Welsh-medium modules. This experience has strengthened my interest in bilingual teaching, the availability and accessibility of Welsh-medium digital resources, and the preparation of teachers for the linguistic context of education in Wales.

I supervise master’s-level dissertations in education and support students in developing research questions, critically engaging with literature, selecting appropriate methods and connecting their investigations with educational practice. My supervision interests include science education, digital pedagogy, technology integration, Initial Teacher Education, inclusive practice, curriculum development, practical and outdoor learning, and teacher professional development.

My research and scholarship focus on the development of effective, inclusive and professionally relevant teacher education. I am particularly interested in digital pedagogy, science education, learning design and the ways in which student teachers develop the knowledge, confidence and skills needed for contemporary classrooms. My work is applied and closely connected to my teaching, curriculum development and partnerships with schools.

A major strand of my work examines digital competence in Initial Teacher Education. I explore how student teachers develop the confidence, knowledge and critical understanding needed to use technology effectively in their teaching. This work began with an evaluation of digital competence across Bangor’s PGCE programmes and has subsequently informed changes to teaching, assessment and curriculum design across undergraduate and postgraduate provision. I continue to evaluate students’ digital development at different stages of their programmes, using the findings to improve teacher education and support students in identifying their own professional development needs.

I am Principal Investigator for Bangor University’s contribution to the Wales Collaborative for Learning Design, an inter-university initiative exploring learning design, emerging technologies and digital approaches to teaching and professional learning. My interests within this work include artificial intelligence, video-based reflection, green-screen learning, 360-degree video and the use of digital technologies to support assessment and feedback. This work enables me to collaborate with colleagues across institutions and contribute to the development and sharing of effective practice in Wales.

A further strand of my scholarship concerns inclusive digital pedagogy and accessible curriculum design. I am interested in how digital technologies and flexible approaches to learning and assessment can reduce barriers, widen participation and enable students to demonstrate their learning in meaningful ways. I have worked with colleagues across the University to explore and share approaches to accessible technology and inclusive teaching.

My research interests also include practical science education and the relationship between university-based teacher education and classroom practice. I am particularly interested in safe, accessible and sustainable practical science, including microscale approaches, and in how practical and outdoor learning can develop subject knowledge, confidence and curiosity. Through my work with student teachers, practising educators and professional organisations, I seek to ensure that scholarship informs both teacher education and professional learning across the school sector.

My developing research and supervision interests include:

• Digital competence and technology integration in Initial Teacher Education
• Technological Pedagogical Content Knowledge
• Artificial intelligence in teaching, assessment and feedback
• Inclusive digital pedagogy and accessible curriculum design
• Practical, microscale and outdoor science education
• Learning design and video-based professional reflection
• Teacher professional learning and school–university partnerships
• Bilingual and Welsh-medium digital education

My route into teacher education began with a background in mechanical engineering, followed by a career in science teaching and outdoor education. These experiences have shaped my belief that effective learning should be active, purposeful and connected to real-world contexts. They continue to inform my use of practical investigation, experiential learning and outdoor environments within Initial Teacher Education.

I have lived and worked in North Wales for many years and have taught across a range of educational settings in the region. I am a committed Welsh learner and have progressed from learning Welsh as an additional language to teaching across a range of Welsh-medium university modules. This journey has given me a strong personal and professional interest in bilingual education and in ensuring that student teachers are prepared for the linguistic and cultural context of education in Wales.

Outside my University work, I maintain a strong interest in science, outdoor education and outdoor activities. My background includes qualifications and experience in areas such as mountaineering, paddlesports, climbing, sailing, mountain biking and outdoor leadership. These experiences continue to influence my approach to education, particularly my interest in learning through enquiry, challenge, collaboration and direct experience.