PhD (Nottingham); MA (Sussex); B.Ed (Malawi)
Reader
- About
-
- Email Address
- p.mtika@abdn.ac.uk
- Telephone Number
- +44 (0)1224 274659
- School/Department
- School of Education
Biography
Dr Peter Mtika is an experienced academic and educator serving as a Reader in Education. His teaching and research expertise centre around teacher education and international education and sustainable development. Dr Mtika's work focuses on various aspects of teacher development, including equity, inclusion, and social justice. He has conducted research on teaching practicum, partnerships between teacher education institutions and schools, student and teacher mentoring, and teacher self-efficacy beliefs in the context of inclusive education and preparation of teachers for teaching in poverty settings. Dr Mtika's recent research has focused on translating and implementing a social practice approach to adult literacies education in Rwanda. Dr Mtika's international research spans low-income countries (such as Malawi, Cambodia, Rwanda, and Ghana), and high income context (Scotland).
Methodologically, he applies qualitative and mixed methods designs, bringing rigour to his research. Dr Mtika's teaching and research contributions reflect a commitment to addressing educational challenges globally.
Dr Mtika joined the University of Aberdeen in 2008, initially as a Research Fellow before taking on a Lectureship role in 2011. Before coming to Aberdeen, Dr Mtika worked as a Staff Associate and Lecturer at the University of Malawi's Bunda College of Agriculture (now Lilongwe University of Agriculture and Natural Resources - LUANAR). He also taught at secondary school after qualifying as a teacher of English and History.
Dr Mtika studied for PhD at the University of Nottingham (2008); Master of Arts in International Education at University of Sussex (2003); and Bachelor of Education at the University of Malawi's Chancellor College (2000).
Memberships and Affiliations
- Internal Memberships
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Director
Postgraduate Research (PGR) (2022 - on-going)
Course Coordinator
Sustainable International Development
School of Education Ethics Officer
Arts, Social Sciences and Business Ethics Committee (2019 -2022)
Member
School of Education Research Committee
- External Memberships
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External Examiner
University of Rwanda, College of Education - Postgraduate Thesis
Lilongwe University of Agriculture and Natural Resources - Postgraduate Thesis
University of Guyana - Postgraduate Thesis
University of Edinburgh - MSc Comparative Education and International Development
Research Grant Peer Reviewer
ESRC (2016 - ongoing)
Membership of Professional and Other Bodies
Member: British Association of International and Comparative Education (BAICE)
Member: Comparative and International Education Society (CIES)
Manuscript Reviewer
Teaching and Teacher Education
Journal of Education for Teaching
International Journal of Educational Development
European Journal of Teacher Education
Africa Education Review
Asia-Pacific Journal of Teacher Education
Cambridge Journal of Education
Higher Education
International Review of Education
Compare: A Journal of Comparative and International Education
Teachers and Teaching: Theory and Practice
International Journal of Educational Research
- Research
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Research Overview
Dr Mtika's broad research expertise and interest centre around teacher education and international education and sustainable development. Dr Mtika's research work focuses on various aspects of teacher development, including equity, inclusion, and social justice. He has conducted research on teaching practicum, partnerships between teacher education institutions and schools, student and teacher mentoring, and teacher self-efficacy beliefs in the context of inclusive education and preparation of teachers for teaching in poverty settings.
Dr Mtika's recent research has focused on translating and implementing a social practice approach to adult literacies education in Rwanda. Dr Mtika's international research spans low-income countries (such as Malawi, Cambodia, Rwanda, and Ghana), and high income context (Scotland).
Methodologically, he applies qualitative and mixed methods designs, bringing rigour to his research. Dr Mtika's teaching and research contributions reflect a commitment to addressing educational challenges in both low and high income contexts globally.
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 PhDsCurrent Research
Equitable access to primary education in Malawi and Ghana
Adult literacy education in Rwanda
Educational inclusion in rural parts of Cambodia
Teacher Preparation in the Context of Poverty in Scotland
Collaborations
I collaborated with colleagues at the University of Rwanda - College of Education, three Teacher Training Colleges and the Institute of Policy Analysis and Research (IPAR), implementing an adult literacy project in Western Rwanda. The project was informed by a social practices approach to adult literacies. It aimed at building the capacity of the Rwandan adult education sector to respond to the needs of adult learners. The project was funded by the Scottish Government (£1,191,795)(2017 - 2022).
I collaborated with colleagues at the University of Rwanda - College of Education, three Teacher Training Colleges and the Institute of Policy Analysis and Research (IPAR) in implementing an adult literacy project in Western Rwanda. This project was an extension of a previously funded project. The project was funded by the Scottish Government (£243,999.00)(2022 - 2023).
I am collaborating with colleagues at the University of Rwanda - College of Education, the Institute of Policy Analysis and Research (IPAR-Rwanda), and three Teacher Training Colleges in Western Province of Rwanda in implementing an adult literacy project. This project is a further one-year extension of a previously funded project. The project is funded by the Scottish Government (£259,989.00) (2023 - 2024).
Supervision
I supervise students in the areas of social justice, inclusion and education, global citizenship education, early childhood education, student attainment and the role of teacher characteristics, education and capabilities approach, adult learning education.
Funding and Grants
Dr Mtika has a track record of successfully securing and working on research and development grants and awards. Some of the research and development grants and awards are:
- 2024– 2024: University of Aberdeen Internal Pump Priming Project. 'UNILIA 25: Scoping the development of a collaborative, international partnership between the University of Aberdeen and the University of Livingstonia, Malawi'. Role: Co-Applicant, with Dr Ken Jeffrey; Amount: £9000; Funder: Scottish Funding Council.
- 2023 – 2024: University of Aberdeen Internal Pump Priming Project 'Cultural Translation and Indigenous Voices in Food Growing School Gardens in Togo'. Role: Co-Applicant, with Prof Donald Gray; Amount: £8980; Funder: Scottish Funding Council.
- 2023 – 2023: Council for the Development of Social science Research in Africa (CODESRIA) African Diaspora Support to African Universities Programme: University of Dar es Salaam, Tanzania. Role: Visiting Scholar; Amount: US$5000; Funder: CODESRIA with funding from Rockefeller Foundation.
- 2023 – 2024: International Development and Research Project 'Fostering a Social Practices Approach to Adult Literacies Education (SPA-ALE) for Improving People's Well-being in Western Rwanda'. Role: Co-Investigator, with Prof Pamela Abbott as Principal Investigator; Amount: £259,989.00; Funder: Scottish Government.
- 2023 – 2024: University of Aberdeen Internal Pump Priming Project 'Development of an Intervention for Improving Academic Achievement of Children from Low-Income Backgrounds Attending Rural Primary Schools in Malawi'. Role: Principal Investigator; Amount: £9935.00; Funder: Scottish Funding Council.
- 2022 – 2023: International Development and Research Project: 'Fostering a Social Practices Approach to Adult Literacies Education (SPA-ALE) for Improving People's Well-being in Western Rwanda'. Role: Co-Investigator, with Prof Pamela Abbott as Principal Investigator; Amount: £243,999.00; Funder: Scottish Government.
- 2020 – 2021: University of Aberdeen Internal Pump Priming Project: GCRF 'Improving the academic attainment of children in disadvantaged schools in Malawi: the role of school-community engagement and provision of radio-based instruction.' Role: Principal Investigator; Amount: £8880.00; Funder: Scottish Funding Council.
- 2019 – 2021: Scottish Government Attainment Challenge Project Project: 'Developing pedagogies that work for Pre-service and Early Career Teachers to reduce the Attainment Gap in Literacy, Numeracy and Health and Well-being'. Role: Co-Investigator, with Dr Archie Graham, Dr Dean Robson, and Lindsay McDougall; Amount: £50,000.00; Funder: Scottish Government.
- 2018 – 2023: University of Aberdeen Internal Pump Priming Project: GCRF 'Educational inclusion and professional development in rural school settings in Battambang, Cambodia'. Role: Co-Applicant, with Prof Jackie Ravet; Amount: £21,838; Funder: Scottish Funding Council.
- 2017 – 2022: International Development and Research Project: 'Fostering a Social Practice Approach to Adult Literacies Education (SPA-ALE) for Improving People’s Quality of Life in Western Rwanda'. Role: Co-Investigator, with Pamela Abbott as Principal Investigator; Amount: £1,191,795.00; Funder: Scottish Government.
- 2015 – 2016: Research Consultancy 'Evaluation of a Postgraduate M.Ed (Primary) Programme offered by the University of Malawi'. Role: Principal Investigator; Amount: £9000; Funder: University of Strathclyde.
- 2011 – 2017: Research Project Award Scheme (RPAS): 'Investigating Key Educational Issues Using Secondary Data Analysis'. Role: Co-Investigator; Amount: Approximately £120,000.00; Funder: University of Aberdeen.
- 11 – 13 November 2010: National Centre for Research Methods (NCRM) Autumn School Award. Role: Participant; Amount: £700; Funder: Economic and Social Research Council (ESRC).
- 12 – 20 August 2010: Quantitative Methods in Social Sciences (QMSS) 2 Summer School Award. Role: Participant; Amount: £3000; Funder: European Science Foundation.
- 3 – 5 November 2009: National Centre for Research Methods (NCRM) Autumn School Award. Role: Participant; Amount: £700; Funder: Economic and Social Research Council (ESRC)
- 2009 – 2011: Research Consultancy: 'Research and evaluation of the Bridge to Employment (BTE) Project in Scotland'. Role: Researcher for one year and Principal Investigator in the second year; Amount: £28,000.00; Funder: Academy for Educational Development (USA).
- 2010 – 2011: Placement Partnership in Teacher Education Research Project: Implementation of enhanced placement Partnership. Role: Project Researcher, with Dr Dean Robson, and Roseanne Fitzpatrick; Amount: £229,859; Funder: Scottish Government.
- Teaching
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Teaching Responsibilities
Teaching
I teach on the following courses or programmes
- Sustainable international development
- Research methods for professional learning
- PGDE and MA (Honours) Education
PhD Supervision
Samuel Oppong-Frimpong An investigation into the quality of early childhood education provision in Ghana, through the use of interaction (Completed)(Co-supervor - Prof Donald Gray).
Maxwell Kwesi Nyatsikor Connecting the Ghanaian Primary School Teacher Characteristics to Pupil Achievement in National Educational Assessment (Completed)(Co-supervisor - Dr Dean Robson).
Arkangelo Mtipe Yambeni An investigation of how students’ achievement during entrance examinations correlates with their actual academic achievement in higher education in Malawi using Domasi College of Education as a case (Completed)(Co-supervisor - Dr Dean Robson).
Assel Zhakim Children’s learning in the home environment in Kazakhstan (Completed)(Co-supervisor - Dr Dean Robson).
Laura Puhalak Equality of First Year Experiences in Initial Teacher Education from a Capabilities Perspective (Completed)(Co-supervisor - Dr Dean Robson).
Maisara Maisara Bringing the world into classroom: teacher for global education in post-conflict and post-Tsunami Aceh (On-going) (Co-supervisor - Dr Elizabeth Curtis).
Non-course Teaching Responsibilities
External examiner
University of Guyana - Postgraduate Degree
University of Edinburgh - Postgraduate Degree
Lilongwe University of Agriculture and Natural Resources (LUANAR) Malawi - Postgraduate Degree
- Publications
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Educational Inclusion in Resource-Constrained Contexts: A Study of Rural Primary Schools in Cambodia
International Journal of Inclusive Education, vol. 28, no. 1, pp. 16-37Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1080/13603116.2021.1916104
- [OPEN ACCESS] http://aura.abdn.ac.uk/bitstream/2164/19380/1/Ravet_etal_IJIE_Educational_InclusionIn_AAM.pdf
- [OPEN ACCESS] http://aura.abdn.ac.uk/bitstream/2164/19380/2/Ravet_etal_IJIE_Educational_Inclusion_In_VoR.pdf
- [ONLINE] View publication in Scopus
Literacy and Quality of Life: A Study of Adults with Poor Literacy Capabilities in Western Rwanda
Compare: A Journal of Comparative and International EducationContributions to Journals: ArticlesWhat difference does a Social Practices Approach to Adult Literacies Education (SPA-ALE) make to adult learners’ lives in three districts in Western Rwanda?
Contributions to Conferences: Oral PresentationsPerceived realities of rural primary school teachers in Malawi: applying Bronfenbrenner’s ecological systems theory
Education Applications & Developments VIII. Carmo, M. (ed.). InScience Press, pp. 544-557, 13 pagesChapters in Books, Reports and Conference Proceedings: ChaptersBeyond the Pandemic: Poverty and School Education in Scotland
Scottish Educational Review, vol. 54, no. 2, pp. 238-264Contributions to Journals: ArticlesStudent teachers’ perspectives of learning to enact an inclusive pedagogy: insights for working in high poverty school environments
Teaching EducationContributions to Journals: ArticlesAnalysis of the Provision of Primary Education in Malawi
Contributions to Conferences: Oral PresentationsFOSTERING A SOCIAL PRACTICES APPROACH FOR ADULT LITERACIES TO IMPROVE PEOPLE’S QUALITY OF LIFE IN RWANDA: ACHIEVEMENTS, LESSONS LEARNT AND POLICY RECOMMENDATIONS
Contributions to Conferences: Oral Presentations- [ONLINE] https://www.researchgate.net/publication/368574969_FOSTERING_A_SOCIAL_PRACTICES_APPROACH_FOR_ADULT_LITERACIES_TO_IMPROVE_PEOPLE'S_QUALITY_OF_LIFE_IN_RWANDA_ACHIEVEMENTS_LESSONS_LEARNT_AND_POLICY_RECOMMENDATIONS
- [OPEN ACCESS] http://aura.abdn.ac.uk/bitstream/2164/23039/1/_EndofProjectPresentation_14_2_2023.pptx
Fostering a Social Practices Approach to Adult Literacies for Improving People’s Quality of Life in Western Rwanda: Project Overview
Contributions to Conferences: Oral PresentationsFostering a social practices approach for adult literacies to improve people's quality of life in Rwanda: policy brief number 2
University of Aberdeen. 9 pagesBooks and Reports: Commissioned ReportsParental involvement in children’s primary education: A case study from a rural district in Malawi
South African Journal of Education, vol. 42, no. 3, 2133Contributions to Journals: ArticlesAn Investigation of the Gender Responsiveness of the Upper Primary Social Studies Curriculum in Rwanda
Rwanda Journal of Education, vol. 5, no. 2, pp. 203Contributions to Journals: ArticlesA decolonial perspective on intercultural research: A case study of educational inclusion in rural Cambodia
Contributions to Conferences: PapersEnacting 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
Contributions to Conferences: Oral PresentationsDeveloping 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 IssuesFailing adult learners: Why Rwanda’s adult literacy education is not delivering
International Journal of Educational Development , vol. 79, 102288Contributions to Journals: ArticlesStudent 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: ArticlesPathways to low educational attainment: Why educational financing should target multidimensional poverty
Contributions to Conferences: Oral PresentationsHigh School Students' Perspectives of Participating in a STEM-Related Extracurricular Programme
Frontiers In Education, vol. 4, 100Contributions to Journals: ArticlesEducational Inclusion in Samlout & Rukhak Kiri, Cambodia: A Scoping Study Report
Commissioned by KHEN. 26 pagesBooks and Reports: Other ReportsUnderstanding learner engagement on a blended course including a MOOC
Research in Learning Technology , vol. 27, 2097Contributions 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
Researching student teachers’ attitudes and beliefs toward children living in poverty in Scotland: insights from a mixed methods pilot study
Contributions to Conferences: Papers‘Anybody can be affected by poverty’: Student teachers’ beliefs, attitudes and perceptions of poverty and its impact on children and young people
Contributions to Conferences: PapersHow does a MOOC impact on-campus student engagement?
ALT Annual Conference 2017Contributions to Conferences: AbstractsNewly qualified teachers’ professional learning through practitioner enquiry: Investigating partnership-based mentoring
International Journal of Mentoring and Coaching in Education, vol. 6, no. 3, pp. 242 -260Contributions to Journals: ArticlesMalawi’s Public Higher Education ‘Equitable Access’ Policy: Is it working?
British Council/Fapdf Pathways to Social Economic Welfare in Brazil: Examining Affirmative Action PoliciesContributions to Conferences: PostersM.ED (PRIMARY) PROGRAMME EVALUATION (2015-2016): FINAL REPORT
Commissioned by University of Strathclyde. University of Aberdeen. 1 pageBooks and Reports: Commissioned ReportsStudent Teachers’ Beliefs and Efficacy for Inclusive Pedagogical Practices
Contributions to Conferences: Other ContributionsStudent-adult mentoring relationships: experiences from a Scottish school-based programme
Educational Research, vol. 56, no. 4, pp. 436-452Contributions to Journals: ArticlesJoint Observation of Student Teachers During School Placement
Contributions to Conferences: PapersJoint observation of student teaching and related tripartite dialogue during field experience: Partner perspectives
Teaching and Teacher Education, vol. 39, pp. 66-76Contributions to Journals: Articles'Primary School Placement: A Critical Guide to Outstanding Teaching' by Catriona Robinson, Branwen Bingle and Colin Howard (2013): Book Review
Scottish Educational Review, vol. 46, no. 1, pp. 103-105Contributions to Journals: Reviews of Books, Films and ArticlesJoint Observation of Student Teachers During Placement: Partner Perspectives
Contributions to Conferences: PapersEnhancing Models of Partnership in Initial Teacher Education
Contributions to Conferences: PapersEnhancing feedback in student-teacher field experience in Scotland: the role of school-university partnership
Professional Development in Education, vol. 39, no. 3, pp. 420-437Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1080/19415257.2012.762633
Placement Partnership Project (PPP): Enhanced Partnership Approach to support Professional Learning and Development across the Continuum of Teacher Education
Commissioned by SCOTTISH GOVERNMENT. University of AberdeenBooks and Reports: Commissioned ReportsIlluminating life choices: The role of mentoring for secondary school students
Contributions to Conferences: Papers- [ONLINE] Link to conference proceedings
Trainee teachers’ experiences of teaching practicum: issues, challenges, and new possibilities
Africa Education Review, vol. 8, no. 3, pp. 551-567Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1080/18146627.2011.618715
FINAL EVALUATION REPORT OF THE INVERNESS, SCOTLAND BRIDGE TO EMPLOYMENT PROGRAMME (2009-2011)
Commissioned by Academy for Educational Development (AED), then FHI360. University of AberdeenBooks and Reports: Commissioned ReportsDeveloping collaborative partnership on a B. Ed (Primary) programme
Contributions to Conferences: Other ContributionsThe Bridge to Employment (BTE): Curriculum for Excellence in action
Contributions to Conferences: Other ContributionsEnhancing Models of Partnership in Initial Teacher Education: A Scottish Pilot Project
Contributions to Conferences: Other ContributionsPlacement Partnership Project
Contributions to Conferences: Oral PresentationsWhat do secondary trainee teachers say about teaching as a profession of their "choice" in Malawi
Teaching and Teacher Education, vol. 27, no. 2, pp. 424-433Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1016/j.tate.2010.09.012
Supporting student teachers during field experience: Insights from student course evaluation
Contributions to Conferences: PapersDeveloping learner-centred education among secondary trainee teachers in Malawi: the dilemma of appropriation and application
International Journal of Educational Development , vol. 30, no. 4, pp. 396-404Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1016/j.ijedudev.2009.12.004
Evaluating the impact of Scottish Teachers for a New Era on the development of effective teacher qualities
AERA 2010 ConferenceContributions to Conferences: Abstracts- [ONLINE] Conference site
Secondary teacher education in Malawi: Issues, challenges and new possibilities
Contributions to Conferences: Other ContributionsDoes initial teacher education make a difference?: The impact of teacher preparation on student teachers' attitudes towards educational inclusion
Journal of Education for Teaching, vol. 36, no. 4, pp. 389-405Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1080/02607476.2010.513847
Spiralling through learning: teacher education programmes and evidence for evaluation
Contributions to Conferences: Papers