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Qualifications: CertEd, BA(Hons), M.Soc.Sci, FHEA,
I am the director of the Consortium and HUDCETT. I joined the University in January 2009 and took up my current position in September 2014. Alongside my Consortium work, I lead the activities of HUDCETT and this involves me working with a range of providers nationally. For instance, I am currently a member of the Education and Training Foundation’s Initial Teacher Education Working Party. I began my teaching career by teaching as a part-time lecturer of travel and tourism at Stafford College in 1986, progressed into full-time lecturing work and then middle management and in 2001 became a Head of Faculty. I subsequently moved into staff development, then teacher education in 2005.
I completed a BA (Hons) Leisure, Recreation and the Environment degree at Leeds Polytechnic and then a M.Soc.Sci in Tourism and Leisure Services at the University of Birmingham in 1989. I went to study for a Certificate in Education (FE In-Service) at Huddersfield Polytechnic. I was awarded an EdD for a thesis entitled “It’s not as straightforward as it sounds”: an action research study of a team of further education-based teacher educators and their use of modelling during a period of de-regulation and austerity.
Current Research Interests
I am interested in research about FE-based teacher educators, their trainee teachers and FE-based teacher education. In May 2017 I passed my EdD. The focus of the thesis was a team of FE-based teacher educators’ use of modelling within an in-service CertEd/PGCE (Lifelong Learning) and I used action research as my methodology.
Between September 2014 and April 2015, I led an Education and Training Foundation funded project to write a ‘How to’ Guide on embedding the 2014 Professional Standards into initial teacher education courses
In March 2016, awarded £10,000 by the Education and Training Foundation to produce a CPD framework for teachers and trainers working in the education and training sector.
Powell, D (2017) ‘Collaborative Inquiry by Teacher Educators: Mess and Messiness’. In: Teachers and Teacher Educators Learning Through Inquiry: International Perspectives. Kraków: Wydawnictwo Attyka. pp. 239-262. ISBN 9788365644282
Powell, D (2017) ‘Learning to teach starts with learning to look: Using a viewing frame to see into teacher educators practices’. In: 8th TEAN Annual Conference, 11th-12th May 2017, Aston, Birmingham
Powell, D (2017) ‘Researching teaching, learning and assessment practices’ InTuition , 28, p. 15. ISSN 2050-8950
Powell, D (2016) "It's not as straightforward as it sounds": An action research study of a team of further education-based teacher educators and their use of modelling during a period of de-regulation and austerity Doctoral thesis, University of Huddersfield.
Powell, D (2016) ‘Introduction to the Viewing Frame: a way of seeing into teacher educators teaching’. In: 2016 ATEE Annual Conference Educating the Best Teachers: a Challenge for Teacher Education, 22-24 August 2016, Eindhoven, the Netherlands
Powell, D (2016) ‘Researching to Improve and Inform Teaching and Learning in a Period of Uncertainty’ Teaching in lifelong learning: a journal to inform and improve practice , 7 (1), pp. 3-3. ISSN 2040-0993
Powell, D (2016) ‘Hearing and Heeding student teachers voices about their teacher educators use of modelling within their in-service programme’. In: University of Huddersfield Research Festival 2016, 6th April 2016, Huddersfield, UK
Powell, D (2015) ‘What does it mean to be an FE based teacher educator?’. In: UCET Annual Conference, 3rd-4th November 2015, Birmingham, UK
Powell, D., Daley, M. and Petrie, J. (2015) ‘12 Dancing Princesses, FE and the ITE curriculum’. In: Future of Initial Teacher Training, 1st October 2015, Taunton, UK
Powell, D (2015) ‘Teacher education, teachers educators and critical pedagogy’. In: Tutors Voices, 26th September 2015, Barnsley, UK
Powell, D (2015) ‘The untidy world of teacher educator collaboration’. In: 2015 ATEE Annual Conference - Teacher Education through Partnerships and Collaborative Learning Communities, 24th-26th August 2015, Glasgow, UK
Powell, D (2015) ‘Book Review: Further Education and the Twelve Dancing Princesses (2015) Edited by Maire Daley, Kevin Orr and Joel Petrie, Trentham Press’ Teaching in lifelong learning: a journal to inform and improve practice , 6 (2), pp. 33-34. ISSN 2040-0993
Powell, D (2015) ‘Editorial: Documenting the Work of the Invisible Sector’ Teaching in lifelong learning: a journal to inform and improve practice , 6 (2), pp. 3-4. ISSN 2040-0993
Dixon, L., Harvey, J., Powell, D., Thompson, R. and Williamson, S. (2015) ‘Practical teaching’. In: Teaching in lifelong learning : a guide to theory and practice. : Open University Press. . ISBN 9780335263325
Powell, D (2014) ‘Researching with Lifelong Learning Teacher Educators in England and their In-Service Student Teachers: an action research study on the use of modelling’. In: Collaborative Action Research Network CARN 2014: Connecting Researchers, Connecting Communities, Friday October 31st - Sunday November 2nd 2014, Gateshead, UK
Powell, D (2014) ‘Teacher educator collaboration in the Lifelong Learning sector in England during a period of de-regulation: a messy text on its complexity, unpredictability, difficulties and dilemmas’. In: Association of Teacher Educators in Europe ATEE Annual Conference 2014, 25th to 27th August 2014, Braga, Portugal
Boyd, P., Powell, D., Swennen, A. and van Velzen, C. (2014) ‘The place of modelling within the pedagogy of teacher educators’. In: Association of Teacher Educators in Europe ATEE Annual Conference 2014, 25th to 27th August 2014, Braga, Portugal
Powell, D (2014) ‘Performativity, managerialism and the damage done: an account of how a surveillance culture has contributed to non-participation in an action research project within a further education college.’. In: Research in Post-Compulsory Education Inaugural International Research Conference, 11 July 13 July 2014, Harris Manchester College, Oxford, UK
Wormald, J. and Powell, D. (2014) ‘Students as researchers: A student research festival designed around the principles of Kemmis et al.s (2013) concept of practice architectures’. In: University of Huddersfield Teaching and Learning Conference (23 June 2014), 23 June 2014, University of Huddersfield, Huddersfield, United Kingdom , pp. 1-20
Powell, D (2014) ‘Yours Conceptually": an exploration of the warrant of using practice architectures and ecologies of practices as the conceptual framework for an action research study based at a further education college.’. In: University of Huddersfield Research Festival 2014, 9th April 2014, Huddersfield, UK
Boyd, P., Powell, D., Swennen, A. and van Velzen, C. (2013) ‘The Pedagogy of Teacher Educators: revealing practical wisdom through explicit modelling’. In: 2013 IPDA International Conference: Shifting Landscapes in Professional Learning, 29th-30th November 2013, Birmingham, UK
Powell, D (2013) ‘Resurrecting Winter's dilemma analysis: a democratic and collaborative approach to analysing interview data in action research.’. In: Collaborative Action Research Network CARN 2013, 7th-9th November 2013, Tromsø, Norway
Powell, D (2013) ‘Dilemmas, Tensions And Complexity: How College Based Teacher Educators Use Modelling In Their Practice With Their Student Teachers’. In: The European Conference on Educational Research, ECER 2013, 10th-13th September 2013, Bahçe?ehir University, Istanbul
Powell, D (2013) ‘Matters of complexity: an analysis of the dilemmas and tensions faced by teacher educators from the Lifelong Learning sector when using modelling with student teachers from vocational settings’. In: 10th JVET Journal of Vocational Education and Training Conference, 5th 7th July 2013, Worcester College, Oxford, UK , p. 29
Powell, D (2012) ‘Teacher educators from the Lifelong Learning sector working together to develop the use of modelling in their practice: an action research project’. In: Collaborative Action Research Network CARN 2012 Annual Conference, 23rd-25th November 2012, Kent, UK
Powell, D (2012) ‘Teacher educators from the Lifelong Learning sector working together to develop the use of modelling in their practice: an action research project’. In: British Educational Research Association Annual Conference 2012, 4 - 6 September, 2012, University of Manchester
Powell, D (2012) ‘Teacher educators from the Lifelong Learning sector working together to develop the use of modelling in their practice: an action research project’. In: Consortium for PCET Annual Conference 2012 in association with Higher Education Academy Seminar Series 2011-12, Friday, 29th June 2012, University of Huddersfield, UK
Powell, D (2011) ‘Teacher educators use of modelling in their practice: a collaborative project’. In: Consortium for PCET Annual Conference 2011, 24th June 2011, University of Huddersfield, UK
Powell, D (2011) ‘How I teach is my message: How teacher educators model the use of information and communication technologies’. In: University of Huddersfield Research Festival 2011, 28th March-2nd April 2011, University of Huddersfield, UK
Delivered customised training on 'Supporting your staff to become expert teachers' for Waltham Forest College December 2008.
Opened Kirklees College’s Teacher Development Centres in January and February 2011.
Delivered customised training on 'Making learning visible’ for Waltham Forest College October 2011.
2013-2015. External Examiner for teacher education courses at North East Surrey College.
Since September 2014 the editor of Teaching in Lifelong Learning: a journal to inform and improve practice.
May 2015 to present a member of the Education and Training Foundation’s ITE working party
November 2015. Delivered a session on expert teachers and the 2014 Professional Standards for the Education and Training Foundation’s Society for Education and Training
December 2015 Led a webinar on expert teachers and the 2014 Professional Standards for the Education and Training Foundation’s Society for Education and Training
2016 to present External Examiner for PCET teacher education courses at University of Northumbria
March 2017 External Panel member for validation of Science, Engineering and Technology (SET) pathway for Nottingham Trent University’s Cert Ed/PGCE in Post-Compulsory Education and Training (PCET)
April 2017 External Panel member for re-validation of University of Greenwich PGCE/PCE Lifelong Learning delivered by Wiltshire College
June 2017 External Panel member for validation of University of Aberystwyth’s Cert Ed and PGCE (PCET) for Coleg Cambria
June and July 2017 Reviewer for the Education and Training Foundation’s Advanced Teacher Status
Use of action research and self-study methodologies to investigate aspects of professional practice. I am currently supporting two Master’s level students with their dissertations. The first of whom is using practice architectures and ecologies of practices as conceptual lenses to study the induction of college-based HE tutors, the second is looking at the transitions of pre-service trainees as they become teachers. And I am second supervisor for a doctoral student from engineering who is using action research as their methodology.
Since 2013 David has been responsible for various Education and Training Foundation initiatives within Yorkshire and Humberside and the north west, including the Maths Enhancement Project, Maths Pipeline II project, English Enhancement Programme. He has also managed the Regional Specialist Leads for maths, English and LDD. As part of an Education and Training Foundation funded project, David has recently worked with ICF Consultancy to write a Level 4 CPD module for teacher and trainers teaching apprenticeships. David also works as an evaluator for Education and Training Foundation funded projects. For instance, he is currently part of an Outstanding Teaching, Learning and Assessment project in the North East being managed by Success North project.
I contribute to the School of Education and Professional Development’s undergraduate framework;
teach on the pre-service teacher education course for those seeking to work in the further education and skills sector and the MA in Action Research; and act as a supervisor to MA and doctoral level students.