Senior Lecturer, Dean for Portfolio and Programme Development
- About
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- Email Address
- john.mynott@abdn.ac.uk
- Telephone Number
- +44 (0)1224 274553
- Office Address
- School/Department
- School of Education
- School/Department
- Senior Vice Principals
Biography
Before joining the School of Education in 2020, I taught as a primary school teacher and held the position of Headteacher of a large primary school in Hertfordshire for 10 years. I have taught across the primary age range, and have a passion for teaching languages, the creative arts and social sciences. Throughout my career in schools, I have sought to involve pupils in creative and inspiring projects, often working in collaboration with partner organisations to help pupils learn about singing, puppet making and dance. I believe in well-structured, diverse and inclusive curriculums.
During my doctoral studies, I found that alongside my passion for curriculums, I was also curious about andragogy and helping teachers learn more about their own practice. I noticed how some professional learning opportunities are rich in learning for some, yet not for others. For me this difference is key to my ongoing research into the complexity of collaborative structures.
Memberships and Affiliations
- Internal Memberships
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Communications Officer for IPDA (International Professional Development Association) Scotland
Fellow of Chartered College of Teaching FCCT
Fellow of CollectivED
Member of Lesson Study Scotland a network supporting the development of Lesson Study
- External Memberships
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External Examiner at the University of St John's York.
External Examiner at the University of the Highlands and Islands
Latest Publications
Usability testing of a conceptual model through retrospective cross-case analysis
MethodsX, vol. 13Contributions to Journals: ArticlesContinuing Virtual Observations:: a situational review of student perspectives
Research in EducationContributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1177/00345237241257172
A conceptual model for teachers' continuous professional development through lesson study: capturing inputs, processes, and outcomes
International Journal of Educational Research Open, vol. 5, 100272Contributions to Journals: ArticlesAnalysing and facilitating collaboration in online lesson study
Teacher Professional Learning through Lesson Study in Virtual and Hybrid Environments: Opportunities, Challenges, and Future Directions. Huang, R., Helgevold, N., Lang, J., Jiang, H. (eds.). Routledge, pp. 89-103, 14 pagesChapters in Books, Reports and Conference Proceedings: Chapters- [ONLINE] DOI: https://doi.org/10.4324/9781003286172-8
Facilitation of trialogic spaces: reflections from Irish and Scottish online lesson studies
Research in Teacher Education, vol. 13, no. 1, pp. 7-12Contributions to Journals: Articles
- Research
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Research Overview
How collaboration occurs – when it goes well and when it does not go well – is a particular area of interest in my current research. This exploration is currently formed of three strands of my research activity: Lesson Study; Professional Learning over time and Facilitation.
Lesson Study as a method of collaboration is a primary aspect of my research. I have explored Lesson Study cycles in different schools and contexts and am interested in how Lesson Study has a diverse interpretation and how this interpretation can impact on the outcomes of the collaboration.
What do we mean by Professional Learning? When does Professional Learning occur? These are key questions which frame my enquiries into thinking about the Professional Learning of teachers with a particular interest in knowing if learning changes and develops practice over time.
As I have researched collaborative learning, I have noted differing outcomes and the role of a facilitator has appeared important to some of these differences. Exploring the ways facilitators work and how they can impact on outcomes in collaboration is the third strand of my current research interests.
I also have a strong interest in digital collaborations, how we learn in digital contexts and what helps us learn when we are in digital collaborations. This has involved me working on international projects with colleagues in the United States and Europe exploring how digital collaborations can support learning overtime.
Research Areas
Accepting PhDs
I am currently accepting PhDs in Education.
Please get in touch if you would like to discuss your research ideas further.
Education
Accepting PhDsResearch Specialisms
- Education Studies
Our research specialisms are based on the Higher Education Classification of Subjects (HECoS) which is HESA open data, published under the Creative Commons Attribution 4.0 International licence.
Current Research
My current research is exploring the recording and development of Professional Learning over time. This frames learning at the end of a collaboration as potential learning, that is used or not in the participants’ careers. Currently, I am exploring the factors that aid and hinder the development of this learning and why these vary depending on individuals and contexts. The practical applications of this work will be in supporting more effective collaboration and Professional Learning to take place in the future.
Within the identification of factors that impact on potential learning, I am also exploring how facilitators can mitigate and overcome possible barriers in Professional Learning. I am exploring how facilitators can work, what they respond to and how they interact with different participants to understand facilitations in more detail.
Collaborations
I am currently collaborating with colleagues in Texas on professional learning in schools and how this supports the development of interdisciplinary learning.
I am the principal investigator working on a teacher education project which is capturing the stories of teacher educators from five European countries.
I am working with a colleague in Germany, looking at quality within Lesson Study and how we can use this to consider improvements to lesson study projects and research.
- Publications
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Page 1 of 2 Results 1 to 10 of 19
Usability testing of a conceptual model through retrospective cross-case analysis
MethodsX, vol. 13Contributions to Journals: ArticlesContinuing Virtual Observations:: a situational review of student perspectives
Research in EducationContributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1177/00345237241257172
A conceptual model for teachers' continuous professional development through lesson study: capturing inputs, processes, and outcomes
International Journal of Educational Research Open, vol. 5, 100272Contributions to Journals: ArticlesAnalysing and facilitating collaboration in online lesson study
Teacher Professional Learning through Lesson Study in Virtual and Hybrid Environments: Opportunities, Challenges, and Future Directions. Huang, R., Helgevold, N., Lang, J., Jiang, H. (eds.). Routledge, pp. 89-103, 14 pagesChapters in Books, Reports and Conference Proceedings: Chapters- [ONLINE] DOI: https://doi.org/10.4324/9781003286172-8
Facilitation of trialogic spaces: reflections from Irish and Scottish online lesson studies
Research in Teacher Education, vol. 13, no. 1, pp. 7-12Contributions to Journals: ArticlesThe invisible leader: facilitation in lesson study
Educational Process International Journal, vol. 11, no. 3, pp. 48-61Contributions to Journals: ArticlesUsing digital collaboration to translate retrieval practice into classroom practice
IMPACT: Journal of the Chartered College of Teaching, vol. 16Contributions to Journals: ArticlesEstablishing a lesson study collaboration matrix
International Journal for Lesson and Learning Studies, vol. 11, no. 3, pp. 174-192Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1108/IJLLS-01-2022-0004
- [ONLINE] View publication in Scopus
Virtual Observations: A Situational Analysis of a Technological Response to Practicum Assessment During a Pandemic
Kwartalnik Pedagogiczny, vol. 66, no. 4 (262), pp. 116-137Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.31338/2657-6007.kp.2021-4.6
Pracademic Productive Friction: Boundary Crossing and pressure points
Journal of Professional Capital and Community, vol. 7, no. 1, pp. 45-56Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1108/JPCC-11-2020-0093