Professor
Linda la Velle
- Professor in Education
- Email: l.lavelle@bathspa.ac.uk
- Telephone: +44 (0)1225 873056
- School: School of Education
- Campus: Newton Park
Personal statement
Linda la Velle is a Professor of Education at Bath Spa's Institute for Education and Emeritus Professor at the Institute of Education, University of Plymouth.
Linda’s career in education spans over 40 years, including teaching science for 15 years in primary and secondary schools in and around London, 20 years of Initial Teacher Education provision in two Russell Group Higher Education Institutions and ten years of research leadership in a post-92 university.
Her personal research interests are in the areas of teacher education and professional development in general and science education (new technologies and ethical issues) more specifically. Although her background is in secondary education, she firmly believes that pedagogic issues and enquiry span the educational phases and transferability is the key to research-based improvement of outcomes for all learners, through the life course. Recent research projects include ENTELS, PhenoloGIT and Robo21C, all funded under the Erasmus+ programme and MESH (Mapping Specialist educational knowHow).
Publications: four authored books; two edited books; two journal special editions; nine book chapters; 12 official reports; 33 papers in international refereed journals; 60+ international conference presentations/papers.
Linda is out-going Chair of the Research and International Committee of the Universities Council for the Education of Teachers (UCET) and Executive Editor of the Journal of Education for Teaching (JET).
Academic qualifications
- BEd - University of Exeter
- MSc - University of London
- MSc - Council for National Academic Awards
- PhD - University of London
Professional memberships
- Zoological Society of London Scientific - Fellow (Elected) (1978)
- Institute of Biology - Member (Elected) (1978)
- Association for Science Education - Member (1983)
- Society for the Study of Fertility - Member (Elected) (1986)
- British Society for Developmental Biology - Member (1988)
- British Andrology Society - Member (1990)
- Alternative Learning Technologies Association - Member (1995)
- BERA - Member (1999)
- ESERA (European Science Education Research Association) - Member (2007)
- EERA (European Educational Research Association) - Member (2008)
- ICET (international Council for the Education of Teachers) - Member (2016)
Other external roles
- ICET Board Member
- UCET Executive Member
- Wellington School Governor
- Executive editor - JOurnal of Education and Teaching (Taylor and Francis)
Research supervision
Please contact Linda if you are interested in doing postgraduate research in any area of teacher education.
Research and academic outputs
Introduction to bioethics. 2nd ed
book
la Velle, L and Bryant, J.A (2018) Introduction to bioethics. 2nd ed. Wiley Blackwell, Hoboken, NJ. ISBN 9781118719596
Masterliness in the teaching profession
book
la Velle, L, ed. (2014) Masterliness in the teaching profession. Routledge, Abingdon. ISBN 9781138813632
Reframing the professionalism of teachers
book_section
la Velle, L and Reynolds, K (2020) 'Reframing the professionalism of teachers.' In: Hudson, B, Leask, m and Younie, S, eds. Education system design: foundations, policy options and consequences. Routledge, Abingdon. ISBN 9780367203771
A high status, research-informed profession: the foundation for successful teacher recruitment and retention?
book_section
la Velle, L and Kendall, A (2020) 'A high status, research-informed profession: the foundation for successful teacher recruitment and retention?' In: Ovenden-Hope, T and Passy, R, eds. Exploring teacher recruitment and retention: contextual challenges from international perspectives. Routledge, Abingdon, pp. 46-58. ISBN 9780367076450
Embracing complexity: understanding the experiences of university-based teacher educators in England
book_section
Duggan, M and la Velle, L (2019) 'Embracing complexity: understanding the experiences of university-based teacher educators in England.' In: Sorensen, N, ed. Diversity in Teacher Education: perspectives on a school-led system. UCL IOE Press, London, pp. 90-111. ISBN 9781782772521
Masterliness in the teaching profession
book_section
la Velle, L (2014) 'Masterliness in the teaching profession.' In: la Velle, L, ed. Masterliness in the teaching profession. Routledge, Abingdon, pp. 1-7. ISBN 9781138813632
Catching the sparks: an evaluation of the early development of a novel master’s degree in teaching and learning
book_section
Sorensen, N and la Velle, L (2014) 'Catching the sparks: an evaluation of the early development of a novel master’s degree in teaching and learning.' In: la Velle, L, ed. Masterliness in the teaching profession. Routledge, Abingdon, pp. 73-91. ISBN 9781138813632
Using ‘MESH guides’ as translational research and knowledge mobilisation for continuing professional development in schools
book_section
Ovenden-Hope, T, la Velle, L and Leask, M (2014) 'Using ‘MESH guides’ as translational research and knowledge mobilisation for continuing professional development in schools.' In: CICE-2014 Proceedings: Canada International Conference on Education. Infonomics Society, London, pp. 497-498. ISBN 9781908320247
Environmental education in the national park: case studies on Exmoor
book_section
la Velle, L, Gurnett, D and Waite, S (2011) 'Environmental education in the national park: case studies on Exmoor.' In: Waite, S, ed. Children learning outside the classroom: from birth to eleven. Sage, London, pp. 176-187. ISBN 9780857020482
Changes in teacher education provision: comparative experiences internationally
article
Van Nuland, S, Dinitsa-Schmidt, S, Assunção Flores, M, Hordatt Gentles, C, la Velle, L and Ruttenberg-Rozen, R (2024) 'Changes in teacher education provision: comparative experiences internationally.' Journal of Education for Teaching. ISSN 0260-7476
Scarcely visible? Analysing initial teacher education research and the Research Excellence Framework
article
Clapham, A, Richards, R, Lonsdale, K and la Velle, L (2023) 'Scarcely visible? Analysing initial teacher education research and the Research Excellence Framework.' London Review of Education, 21 (1). e24. ISSN 1474-8479
Editorial - Recurring themes in teacher education: pedagogy, practice and policy
article
la Velle, L (2021) 'Editorial - Recurring themes in teacher education: pedagogy, practice and policy.' Journal of Education for Teaching, 47 (5). pp. 635-637. ISSN 0260-7476
Editorial - Teachers’ learning and knowledge: motivation and self-efficacy
article
la Velle, L (2021) 'Editorial - Teachers’ learning and knowledge: motivation and self-efficacy.' Journal of Education for Teaching, 47 (4). pp. 471-474. ISSN 0260-7476
Editorial - Discourse and pedagogy: two pillars of teacher education
article
la Velle, L (2021) 'Editorial - Discourse and pedagogy: two pillars of teacher education.' Journal of Education for Teaching, 47 (3). pp. 305-308. ISSN 0260-7476
Editorial - The heroism of teachers: agility and adaptability through professional education
article
la Velle, L (2021) 'Editorial - The heroism of teachers: agility and adaptability through professional education.' Journal of Education for Teaching, 47 (2). pp. 143-146. ISSN 0260-7476
Editorial - Initial teacher education programmes: so much to include
article
la Velle, L (2021) 'Editorial - Initial teacher education programmes: so much to include.' Journal of Education for Teaching, 47 (1). pp. 1-3. ISSN 0260-7476
Editorial - Professional knowledge communities of practice: building teacher self-efficacy
article
la Velle, L (2021) 'Editorial - Professional knowledge communities of practice: building teacher self-efficacy.' Journal of Education for Teaching, 46 (5). pp. 613-615. ISSN 1360-0540
Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities
article
la Velle, L, Newman, S, Montgomery, C and Hyatt, D (2020) 'Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities.' Journal of Education for Teaching, 46 (4). pp. 596-608. ISSN 0260-7476
Editorial - Teacher education approaching crisis: external and internal factors
article
la Velle, L (2020) 'Editorial - Teacher education approaching crisis: external and internal factors.' Journal of Education for Teaching, 46 (3). pp. 259-262. ISSN 1360-0540
Masterliness: the challenge for professional development
article
la Velle, L, Stenhouse, E and Sutton, C (2018) 'Masterliness: the challenge for professional development.' Journal of Interdisciplinary Studies in Education, 7 (1). pp. 54-66. ISSN 2166-2681
Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation
article
la Velle, L and Flores, M.A (2018) 'Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation.' Journal of Education for Teaching, 44 (5). pp. 524-538. ISSN 0260-7476
Translational research in education for knowledge mobilisation: a study of use and teacher perception in primary schools in England, UK
article
la Velle, L and Ovenden-Hope, T (2015) 'Translational research in education for knowledge mobilisation: a study of use and teacher perception in primary schools in England, UK.' Journal of Education for Teaching, 41 (5). pp. 574-585. ISSN 0260-7476
Editorial - Translational research and knowledge mobilisation in teacher education: towards a ‘clinical’, evidence-based profession?
article
la Velle, L (2015) 'Editorial - Translational research and knowledge mobilisation in teacher education: towards a ‘clinical’, evidence-based profession?' Journal of Education for Teaching, 41 (5). pp. 460-463. ISSN 0260-7476
ICT, teaching and learning: what do the latest mobile technologies afford?
article
la Velle, L (2013) 'ICT, teaching and learning: what do the latest mobile technologies afford?' Journal of Biological Education, 47 (2). pp. 71-72. ISSN 0021-9266
An unusually effective school/university programme: the Plymouth and Peninsula Model
article
la Velle, L, Reynolds, D and Nichol, J (2013) 'An unusually effective school/university programme: the Plymouth and Peninsula Model.' Journal of Education for Teaching, 39 (4). pp. 400-415. ISSN 0260-7476
Catching the sparks: an evaluation of the early development of a novel master’s degree in teaching and learning
article
Sorensen, N and la Velle, L (2013) 'Catching the sparks: an evaluation of the early development of a novel master’s degree in teaching and learning.' Journal of Education for Teaching, 39 (1). pp. 74-92. ISSN 0260-7476
Masterliness in the teaching profession: global issues and local developments
article
la Velle, L (2013) 'Masterliness in the teaching profession: global issues and local developments.' Journal of Education for Teaching, 39 (1). pp. 2-8. ISSN 0260-7476
Mastering teaching and learning through pedagogic partnership: a vision and framework for developing ‘collaborative resonance’ in England
article
Totterdell, M, Hathaway, T and la Velle, L (2011) 'Mastering teaching and learning through pedagogic partnership: a vision and framework for developing ‘collaborative resonance’ in England.' Professional Development in Education, 37 (3). pp. 411-437. ISSN 1941-5257
On track: using the West Somerset Mineral Railway to promote historical, social and environmental education
article
la Velle, L, Olszewska, M and Gurnett, D (2009) 'On track: using the West Somerset Mineral Railway to promote historical, social and environmental education.' Primary History, 52. pp. 26-28.
Tracks and traces – a story of Exmoor: a challenging and interactive educational play
article
la Velle, L (2008) 'Tracks and traces – a story of Exmoor: a challenging and interactive educational play.' Exmoor Review, 50. pp. 82-84.
Pedagogical approaches for technology-integrated science teaching
article
Hennessy, S, Wishart, J, Whitelock, D, Deaney, R, Brawn, R, la Velle, L, McFarlane, A, Ruthven, K and Winterbottom, M (2007) 'Pedagogical approaches for technology-integrated science teaching.' Computers & Education, 48 (1). pp. 137-152. ISSN 0360-1315
Knowledge mobilisation for teacher development: trialling the models
conference_item
la Velle, L and Ovenden-Hope, T (2018) Knowledge mobilisation for teacher development: trialling the models. In: BERA Annual Conference 2018, 11 - 13 September 2018, Northumbria University, Newcastle, UK.
Evidence based knowledge for teachers
conference_item
la Velle, L (2018) Evidence based knowledge for teachers. In: ECER 2018, 4 - 7 September 2018, Free University Bolzano, Bolzano, Italy.
Mobile and geographical information technologies for phenological investigation across European schools: innovation and learning
conference_item
la Velle, L and Georgeson, J (2018) Mobile and geographical information technologies for phenological investigation across European schools: innovation and learning. In: ECER 2018, 4 - 7 September 2018, Free University Bolzano, Bolzano, Italy.
The DiTE project
conference_item
la Velle, L and Sorensen, N (2018) The DiTE project. In: ICET 62nd World Assembly, 9 - 11 July 2018, Laredo, TX, USA.
MESH International: improving the quality of teaching via a knowledge management system/mobilisation strategy to develop evidence-informed practice
conference_item
la Velle, L, Younie, S and Leask, M (2018) MESH International: improving the quality of teaching via a knowledge management system/mobilisation strategy to develop evidence-informed practice. In: ICET 62nd World Assembly, 9 - 11 July 2018, Laredo, TX, USA.
The DiTE project explained
conference_item
Reynolds, K, Whiting, C and la Velle, L (2018) The DiTE project explained. In: TEPE Conference, 19 May 2018, University of Minho, Braga, Portugal.
MESH International: improving the quality of teaching via a knowledge management system/mobilisation strategy to develop evidence-informed practice
conference_item
la Velle, L, Reynolds, K, Leask, M and Younie, S (2018) MESH International: improving the quality of teaching via a knowledge management system/mobilisation strategy to develop evidence-informed practice. In: TEPE Conference, 19 May 2018, University of Minho, Braga, Portugal.
MESH guides as translational research in CPD: tried, tested and trusted
conference_item
la Velle, L and Ovenden-Hope, T (2017) MESH guides as translational research in CPD: tried, tested and trusted. In: BERA Annual Conference, 4 - 7 September 2017, University of Sussex, Brighton, UK.
Learning about robots: skills, roles and relationships
conference_item
Georgeson, J, la Velle, L and Camilleri, P (2017) Learning about robots: skills, roles and relationships. In: BERA Annual Conference, 4 - 7 September 2017, University of Sussex, Brighton, UK.
Using geographical information technology to capture phenological phenomena in European schools
conference_item
la Velle, L and Georgeson, J (2017) Using geographical information technology to capture phenological phenomena in European schools. In: European Conference on Educational Research (ECER), 21 - 25 August 2017, University College, Copenhagen, Denmark.
Developing teacher confidence in robotics and computation: case studies from a collaborative European project
conference_item
la Velle, L and Georgeson, J (2017) Developing teacher confidence in robotics and computation: case studies from a collaborative European project. In: European Conference on Educational Research (ECER), 21 - 25 August 2017, University College, Copenhagen, Denmark.
BERTiE: British Educational Research Tool Integrating Engagement
conference_item
la Velle, L and Reynolds, K (2017) BERTiE: British Educational Research Tool Integrating Engagement. In: EARLI Biennial Conference, 29 August - 2 September 2017, University of Tampere, Finland.
Teacher education knowledge: what counts?
conference_item
la Velle, L (2017) Teacher education knowledge: what counts? In: ICET 61st World Assembly, 29 June 2017, Brno, Czech Republic.
BERTiE: British Educational Research Tool: evaluation challenges of a digital innovation for evidence-based engagement in initial teacher education
conference_item
la Velle, L and Reynolds, K (2017) BERTiE: British Educational Research Tool: evaluation challenges of a digital innovation for evidence-based engagement in initial teacher education. In: ATEE Winter Conference: Teacher Education and Digital Technology, 14 - 16 February, 2017, Utrecht, Netherlands.
Use of evidence-based curriculum development resources: tried, tested and trusted
conference_item
la Velle, L and Ovenden-Hope, T (2016) Use of evidence-based curriculum development resources: tried, tested and trusted. In: Hibernia College Research Conference, 3 November 2016, Dublin, Ireland.
Geographical and mobile information technologies and phenology in European schools: state of the art
conference_item
la Velle, L and Ceponis, E (2016) Geographical and mobile information technologies and phenology in European schools: state of the art. In: ERIDOB 2016 Eleventh Conference of European Researchers in Didactics of Biology, 5 - 9 September 2016, Karlstad, Sweden.
Tried, tested and trusted: school teachers' responses to translational research for knowledge mobilisation (MESHGuides) in curriculum planning for spelling
conference_item
Ovenden-Hope, T and la Velle, L (2016) Tried, tested and trusted: school teachers' responses to translational research for knowledge mobilisation (MESHGuides) in curriculum planning for spelling. In: BERA Annual Conference, 13 - 15 September 2016, University of Leeds, Leeds, UK.
Robotics and computation for primary schools in the 21st century: a European curriculum map and needs analysis
conference_item
la Velle, L and Georgeson, J (2016) Robotics and computation for primary schools in the 21st century: a European curriculum map and needs analysis. In: European Conference on Educational Research (ECER), 23 - 26 August 2016, University College, Dublin, Ireland.
Teachers’ reflections on professional development during an online international course to promote teaching for 21st century learning: a comparative analysis
conference_item
Georgeson, J, Blandon, C, la Velle, L and Edwards-Jones, A (2016) Teachers’ reflections on professional development during an online international course to promote teaching for 21st century learning: a comparative analysis. In: European Conference on Educational Research (ECER), 23 - 26 August 2016, University College, Dublin, Ireland.
Tried, tested and trusted: a study of primary school teachers in England use of evidence based online resources for curriculum development
conference_item
la Velle, L and Ovenden-Hope, T (2016) Tried, tested and trusted: a study of primary school teachers in England use of evidence based online resources for curriculum development. In: ICET 60th World Assembly, 18 - 21 July 2016, Kingston, Jamaica.
Preparing and supporting early stage teachers to achieve quality teachers for all by 2030. Knowledge mobilization through translational research: new ways of working
conference_item
la Velle, L (2016) Preparing and supporting early stage teachers to achieve quality teachers for all by 2030. Knowledge mobilization through translational research: new ways of working. In: ICET 60th World Assembly, 18 - 21 July 2016, Kingston, Jamaica.
Translational research in education for knowledge mobilisation: a study of use and teacher perception in primary schools in England, UK
conference_item
Ovenden-Hope, T and la Velle, L (2015) Translational research in education for knowledge mobilisation: a study of use and teacher perception in primary schools in England, UK. In: ECER 2015: Budapest Education and Transition - Contributions from Educational Research, 7 - 11 September 2015, Corvinus University of Budapest, Hungary.
Teachers’ use of iPads in modern foreign language lessons: a comparative international enquiry
conference_item
Georgeson, J, Blandon, C and la Velle, L (2015) Teachers’ use of iPads in modern foreign language lessons: a comparative international enquiry. In: ECER 2015: Budapest Education and Transition - Contributions from Educational Research, 7 - 11 September 2015, Corvinus University of Budapest, Hungary.
Further and higher educations research collaboration: translational research for a knowledge mobilisation intervention for teacher CPD
conference_item
Ovenden-Hope, T and la Velle, L (2015) Further and higher educations research collaboration: translational research for a knowledge mobilisation intervention for teacher CPD. In: BERA Annual Conference, 15-17 September 2015, Queen’s University, Belfast, Northern Ireland.
Learning a modern foreign language: effort, gender and motivation
conference_item
Georgeson, J, la Velle, L and Blandon, C (2015) Learning a modern foreign language: effort, gender and motivation. In: BERA Annual Conference, 15-17 September 2015, Queen’s University, Belfast, Northern Ireland.
Improving attitudes and learning in a second Language through the increased use of ICT - IALICT
commissioned_report
Ares Fandiño, L, Trigo Miranda, M, Fernández Morante, C, Fraga Lago, B, Cebreiro López, B, Dwyer, C, Tuckwell, G, la Velle, L, Georgeson, J, Blandon, C and Horrell, J (2015) Improving attitudes and learning in a second Language through the increased use of ICT - IALICT. Xunta de Galicia, Santiago de Compostela, Spain.
Aiming higher: the Plymouth and Peninsula Tri-Level Model (PPM) for school/HE links - putting the university into school and community
commissioned_report
Reynolds, D, Nichol, J, la Velle, L, Gunraj, J, Goulbourn, J, Iji, N, Parkinson, G, Sutton, C, MacLeod, I and Koshy, V (2010) Aiming higher: the Plymouth and Peninsula Tri-Level Model (PPM) for school/HE links - putting the university into school and community. University of Plymouth, Faculty of Education, Plymouth. ISBN 9781841022376
Redefining teacher education for the post-2015 era: global challenges and best practices [book review]
other
la Velle, L (2017) Redefining teacher education for the post-2015 era: global challenges and best practices [book review]. Journal of Education for Teaching, 43 (1). pp. 120-122. ISSN 0260-7476