I am a senior lecturer in Early Years and Childhood Studies at Manchester Metropolitan University, and cohort 2020 year leader.
I started my career as a Nursery Nurse and then progressed into Midwifery and then into Teaching within further education settings across Greater Manchester.I have a Master's degree in Education from the University of Huddersfield and I am currently undertaking my Doctorate in Education, which has a focus on early childhood studies in the posthuman world.
As a lecturer it is important to recognise the individual backgrounds of students in their journey to higher education, and in the many styles learning will develop. Therefore, learning will take place in both formal and informal contexts of the University, including workshop sessions, tutorials, seminars and lectures.
Within the formal classroom environment learning will be faciliated in a number of ways including peer learning, case study analysis, problem based learning, independant tasks, reading and presentations. Coming from a nursing/caring background the emphasis is on creating a trusting, caring and compassionate environment, one in which students will role model and practice.
MA Education, PGCE, BSc (Hons) Midwifery
Clinical Educator at Skills for Health Ltd for Salford City College
Doctorate of Education (ongoing) 'Ecologies of Touch': Touch within Early Childhood Education Practice
The Complex Issues Lower Socio- Economic Communities /and Non-traditional Students are Faced with when Applying to HE (June, 2016) The paper reflects upon a piece of phenomenological research in which questions posed explored the influences on student choice in relation to the move into higher education
Complexities of ‘Choice’: what determines the progression routes for students completing a Level 3 health and social care course within a non-traditional Further Education college. An Exploration of level 3 nursing cadet educational experiences on the transition to University. A Phenomenology study using Bourdieu’s
theoretical framework with the aim of the study to examine and evaluate social inequalities, and student experiences in the transition from FE to HE. The study is an analysis of the educational identities of students using the conceptual tools of Bourdieu’s, agency, habitus, capital and field, and further supported by the work of other theorists influenced by these concepts.
Teaching Care, Compassion and Dignity (MA Professional Development, 2014).' Teaching Care and Compassion’ The aims of the study were to investigate the concept of teaching compassion and care, and to explore the notion of basic care needs.
Dobson, J., Gabbi, J., Mugglestone, J., and Schofield, L. (2016) Space for Compassionate Space:Developing compassionate spaces in pedagogical practice’ The research is concerned with pedagogical practice, predominantly within the confines of formal educational settings. The importance of compassionate spaces required two main elements: firstly, the establishment of trusting, dialogic relationships between teachers and students, and secondly, how the teaching and learning incorporated compassionate spaces, in which emotional and affective domains became more significant.
European Early childhood Education Research Association (EECERA) International conference Italy (August 2017). 'Compassionate professionalism: A key ingredient in securing
healthy outcomes for children and families'
European Early Childhood Education Research Association (EECERA) International conference, Dublin (August 2016). 'Space for Compassionate Space'