Portrait of Mrs Mary Dyer Mrs Mary Dyer

m.a.dyer@hud.ac.uk | 01484 478246


  0000–0001–7146–2841  

   

  @maryadyer  

  Mrs Mary Dyer on Google Scholar  

  Mrs Mary Dyer on ResearchGate  


Biography

Qualifications: BA(Hons), CertEd, MA, FHEA

Mary Dyer is Acting Head of Division for the Department of Academic and Professional Studies in the School of Education and Professional Development and a Fellow of the Higher Education Academy, with a BA Hons in Linguistics and Psychology and an MA in Educational Studies. She began her career teaching English and Mathematics in Adult Community Education, and GCSE and A Level English Language and Psychology in Further Education. She then specialised in teaching Social Sciences and Social Policy on vocational courses in Childcare and Health and Social Care at Levels 2, 3 and 4.

During this time Mary worked with local employers to establish three NVQ Assessment Centres in Childcare, Playwork and Health and Social Care, offering work-based qualifications to their employees and the NVQ Assessor and Internal Verifier training needed to support this.She also worked with the Open College Network (Yorkshire and Humber) as a moderator and staff development tutor, training and supporting assessors and moderators in adult education.

Before joining the University, Mary worked most recently with the Local Authority in Barnsley as a Development Officer, then Project Co-ordinator, supporting early years settings in developing provision and meeting OfSTED’s inspection and registration requirements.

Research and Scholarship

  • Work-based learning – developing reflective practice

  • Effective work place mentoring

  • Supporting practitioners in building a vision/community of practice

  • Early Years Foundation Stage

  • Supporting cognitive development in early years

Currently working on the development of professional identity and professional voice in early years practitioners.

Publications and Other Research Outputs

2017

McMahon, S. and Dyer, M. (2017) Work-based Practice in the Early Years: A Guide for Students . London: Routledge. ISBN 978-1-138-67365-6

Dyer, M. and McMahon, S. (2017) ‘Development of the early years sector’. In: Work-based Practice in the Early Years: A guide for students. : Routledge. . ISBN 978-1138673656

Dyer, M (2017) ‘How young children learn’. In: Work-based Practice in the Early Years: A guide for students. : Routledge. . ISBN 978-1138673656

Dyer, M. and Firth, N. (2017) ‘Being a Reflective Practitioner’. In: Work-based Practice in the Early Years: A guide for students. London: Routledge. . ISBN 9781138673656

2016

Dyer, M (2016) ‘Professional identity and the early years practitioner’. In: BERA 2016, 13th - 15th September 2016, Leeds, UK

McMahon, S., Dyer, M. and Barker, C. (2016) ‘Mentoring, coaching and supervision’. In: The Early Years Handbook for Students and Practitioners. London, UK: Routledge. pp. 433-447. ISBN 9781138776395

2015

Dyer, M (2015) ‘What does it mean to be an early years practitioner?’. In: TACTYC 2015, 30th - 31st October 2015, Birmingham

2014

McMahon, S. and Dyer, M. (2014) ‘A narrative approach to professional identity’. In: EARLI SIG 14 Conference - Learning and Professional Development, 27th - 29th August 2014, University of Oslo

2013

Dyer, M (2013) ‘Good practice and professional identity: listening to the voice of the early years practitioner’. In: RWL8 8th International Conference on Researching Work and Learning, 19th - 21st June 2013, University of Stirling, Scotland

2012

Dyer, M. and Taylor, S. (2012) ‘Supporting professional identity in undergraduate Early Years students through reflective practiceReflective Practice: international and multidisciplinary perspectives , 13 (4), pp. 551-563. ISSN 1462-3943

2011

Dyer, M (2011) ‘Good practice and professional identity in early years practitioners’. In: SRHE Newer Researchers Conference, December 2011, Celtic Manor, Wales

Dyer, M. and Taylor, S. (2011) ‘Supporting professional identity in novice practitioners through reflective practice’. In: Paper presentations of the 2010 University of Huddersfield Annual Learning and Teaching Conference. Huddersfield: University of Huddersfield. pp. 21-33.

2010

Taylor, S. and Dyer, M. (2010) ‘Through a glass darkly: shedding light on reflective practice and autonomous learning’. In: University of Huddersfield Annual Research Festival: School of Education and Professional Development (SEPD), 9th March 2010, University of Huddersfield

2009

Taylor, S., Dyer, M. and Frankland, S. (2009) ‘Building a vision of early years practice: How can reflection support this process’. In: University of Huddersfield Research Festival, 23rd March - 2nd April 2009, University of Huddersfield

Esteem

Fellow Higher Education Academy

Member of:

British Educational Research Association (BERA)

TACTYC – Association for Professional Development in Early Years

European Early Childhood Education Research Association (EECERA)

Research Degree Supervision

  • Ethical pedagogies in early years

  • Pre-school provision and social development

  • EYFS and school readiness

  • Effectiveness of multi-agency panels in co-ordination of intervention and support for families

  • Reflective practice

  • Work-based learning

Teaching and Professional Activities

Personal  Tutor:

BA Hons Early Years

Teaching areas:

  • Children's learning and development

  • EYFS and the role of the practitioner

  • CPD and reflective practice

  • Research skills

  • Concepts of childhood and society

Module Leader:

Supporting Learning in Young Children (Honours)

International Perspectives on Early Childhood Education (Masters)