Dr Dean Robson
PhD, BSc (Hons : 1st Class), PGCert in T&L in HE, FHEI
Senior Lecturer (Scholarship)
- About
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Room 629 School of Education University of Aberdeen MacRobert Building 6th Floor King's College Aberdeen AB24 5UA Tel: 44 (0) 1224 274621
Biography
Professional Career
2015- date: Senior Lecturer, School of Education
2008-2015: Lecturer, School of Education
2006-2008: Senior Research Fellow, School of Education
2003-2006: Professional Officer (Research and Development), GTCS
1990-2003: Lecturer (Physical Sciences), Heriot-Watt University
1987-1990: Research Assistant, The Scottish College of TextilesAcademic Qualifications
1987 BSc (Hons : 1st Class) in Physics, University of Dundee
1995 PhD , Heriot-Watt University
2002 PGCert in Teaching & Learning in Higher Education, Napier UniversityProfessional Qualifications
Fellow of the Higher Education Academy FHEI
GTCS Registered Teacher (Further Education : Physics and Mathematics)Memberships and Affiliations
- Internal Memberships
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Programme Director, Masters in Education (flexible pathway)
Courses Co-ordinator
Student Progress Convener
- External Memberships
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External Examiner, MSc. Enhanced Practice in Education (EPiE), School of Interdisciplinary Studies, University of Glasgow.
MA External Examiner, Faculty of Education, University of Malta.
Programme Validation, Higher Education & Training Awards Council, Ireland.
Latest Publications
Enacting inclusive pedagogy in schools located in high poverty environments: Learning from beginner teachers
Contributions to Conferences: Other ContributionsExploring Student and Beginner Teachers’ enactment of the concept of Pupil Differences in Schools Located in High Poverty Environments
Chapters in Books, Reports and Conference Proceedings: Conference ProceedingsDeveloping inclusive practices: insights from probationer teachers working in high poverty school environments
SERA Researching Education Bulletin, vol. Spring 2021, no. 10, pp. 33-36Contributions to Journals: Special IssuesStudent teachers’ understandings of poverty: insights for initial teacher education
Journal of Education for Teaching, vol. 47, no. 1, pp. 104-117Contributions to Journals: ArticlesTeacher characteristics and children’s educational attainment in Ghana: do some teacher characteristics matter more for children attending disadvantaged schools?
Frontiers in Education, vol. 5, 162Contributions to Journals: Articles
- Research
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Research Overview
Teacher preparation & social inequality.
Continuing professional learning and development, partnership and mentoring.
Professional enquiry and action research, evidence-based practice.
Secondary educational data analysis, quantitative techniques.Currently supervising a number of PhD students, research topics scoping educational datasets, learning environments, student capabilities, mathematics teacher preparation and poverty, and school micropolitics.
Current Research
Scottish Attainment Challenge Project (Scottish Council of Deans funded by the Scottish Government)
Teacher Preparation Research Group (poverty and social inequality)
European perspectives on new teacher support and mentoring.
Collaborations
Collaboration with other Scottish TEIs through Scottish Attainment Challenge Project.
Collaborations with colleagues in Denmark, Norway and Malta exploring new teacher support.
Collaborative activity with personnel at partner local authorities. Academic support for practitioner enquiry initiatives developed for induction year teachers.
- Teaching
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Teaching Responsibilities
Introduction to Inclusive Teaching 1&2 (MA1)
Sustainable International Development (Sixth Century)
Professional Practice : Professional Enquiry (MA4 / PGDE)
Exploring the Curriculum : Mathematics (PGDE)
Professional Enquiry : Level 11 (MA4 / PGDE)
Critical Approaches to Academic Literature (PGT)
Research Methods (PGT)
Enhancing Professional Practice through Research (PGT)
Reflexivity and Professional Enquiry : Counselling (PGT) - Publications
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Enacting inclusive pedagogy in schools located in high poverty environments: Learning from beginner teachers
Contributions to Conferences: Other ContributionsExploring Student and Beginner Teachers’ enactment of the concept of Pupil Differences in Schools Located in High Poverty Environments
Chapters in Books, Reports and Conference Proceedings: Conference ProceedingsDeveloping inclusive practices: insights from probationer teachers working in high poverty school environments
SERA Researching Education Bulletin, vol. Spring 2021, no. 10, pp. 33-36Contributions to Journals: Special IssuesStudent teachers’ understandings of poverty: insights for initial teacher education
Journal of Education for Teaching, vol. 47, no. 1, pp. 104-117Contributions to Journals: ArticlesTeacher characteristics and children’s educational attainment in Ghana: do some teacher characteristics matter more for children attending disadvantaged schools?
Frontiers in Education, vol. 5, 162Contributions to Journals: ArticlesA comparative study of mentoring for new teachers
Professional Development in EducationContributions to Journals: ArticlesExploring practicum: student teachers’ social capital relations in schools with high numbers of pupils living in poverty
Oxford Review of Education, vol. 45, no. 1, pp. 119-135Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1080/03054985.2018.1502079
- [OPEN ACCESS] http://aura.abdn.ac.uk/bitstream/2164/13733/1/final_draft.pdf
- [ONLINE] View publication in Scopus
- [ONLINE] View publication in Mendeley
Exploring intentions to teach mathematical problem solving: An application of the Theory of Planned Behaviour
African Journal of Educational Studies in Mathematics and Sciences , vol. 19, pp. 117-133Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.4314/ajesms.v15i1.10
Identifying beliefs underlying the teacher's decision to teach mathematical problem solving: An elicitation study using the Theory of Planned Behaviour
African Journal of Educational Studies in Mathematics and Sciences , vol. 14, pp. 167-183Contributions to Journals: ArticlesResearching student teachers’ attitudes and beliefs toward children living in poverty in Scotland: insights from a mixed methods pilot study
Contributions to Conferences: Papers