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Anne Parfitt – Bath Spa University

Personal statement

Anne’s research focuses on learning in a range of non-conventional learning, specifically, learning for work. She is interested in the intersections between different forms of knowledge in relation to work. Anne is an experienced teacher in the post compulsory sector, being a qualified lecturer in social policy and health and social care.

For her postdoctoral study, she investigated the historical development of vocational education and training in England. Her interest in work related learning has been extended to investigating education across the life course and in different contexts.

Academic qualifications

  • M.Ed Lifelong Learning - The Open University
  • MSc Social Policy - ESRC Scholarship
  • PhD Social Policy - University of Bath.

Areas of research and expertise

  • Workplace learning
  • Initial teacher education
  • Sociology of work
  • Social theory
  • Research methods for social sciences.

Anne supervises postgraduate and doctoral researchers in the School of Education. She is co-lead of the Policy, Pedagogy and Practice research centre in the School. As a research fellow, Anne is engaged in a number of ongoing projects.

Research and academic outputs

Go to ResearchSPAce

Pre-service teacher education in English secondary schools: opportunities for intergenerational learning through mentoring
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Parfitt, A (2020) 'Pre-service teacher education in English secondary schools: opportunities for intergenerational learning through mentoring.' In: Dorczak, R and Portela Pruaño, A, eds. Generational diversity and intergenerational collaboration among teachers: perspectives and experience. Jagiellonian University Institute of Public Affairs, Kraków, pp. 45-60. ISBN 9788365688651


Quality in an audit society: the work of teacher-educators
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Spina, N, Harris, J, Parfitt, A and Yue, Y (2019) 'Quality in an audit society: the work of teacher-educators.' In: Peters, M.A, ed. Encyclopedia of teacher education. Springer, Singapore. ISBN 9789811311796


Disabled people’s experiences of the Coronavirus pandemic: a call to action for social change
article

Read, S, Parfitt, A, Bush, T, Simmons, B and Levinson, M.P (2023) 'Disabled people’s experiences of the Coronavirus pandemic: a call to action for social change.' Social Inclusion, 11 (1). pp. 38-47. ISSN 2183-2803


What constitutes 'ethical' research for people with PMLD? A call for reader responses
article

Simmons, B, Read, S, Parfitt, A and Bush, T (2022) 'What constitutes 'ethical' research for people with PMLD? A call for reader responses.' PMLD Link, 34.3 (103). pp. 38-40. ISSN 2042-5619


Breaks in the chain: using theories of social practice to interrogate professionals’ experiences of administering Pupil Premium Plus to support looked after children
article

Read, S, Parfitt, A and Macer, M (2022) 'Breaks in the chain: using theories of social practice to interrogate professionals’ experiences of administering Pupil Premium Plus to support looked after children.' Oxford Review of Education. ISSN 0305-4985


Turning around coast-based schools: an interpretive narrative analysis of a report on school reform in English coastal communities
article

Parfitt, A (2021) 'Turning around coast-based schools: an interpretive narrative analysis of a report on school reform in English coastal communities.' Improving Schools, 24 (3). pp. 245-260. ISSN 1365-4802


Can compassion provide a lifeline for navigating Coronavirus (COVID-19) in higher education?
article

Parfitt, A, Read, S and Bush, T (2021) 'Can compassion provide a lifeline for navigating Coronavirus (COVID-19) in higher education?' Pastoral Care in Education, 39 (3). pp. 178-191. ISSN 0264-3944


Can the concept of the protean career help us to understand millennial pre-service teacher retention challenges? A study of two pre-service teachers’ career pathways in England
article

Parfitt, A (2020) 'Can the concept of the protean career help us to understand millennial pre-service teacher retention challenges? A study of two pre-service teachers’ career pathways in England.' Journal of Education for Teaching, 46 (3). pp. 324-335. ISSN 0260-7476


Diversity and complexity: becoming a teacher in England in 2015-16
article

Whiting, C, Whitty, G, Menter, I, Black, P, Hordern, J, Parfitt, A, Reynolds, K and Sorensen, N (2018) 'Diversity and complexity: becoming a teacher in England in 2015-16.' Review of Education, 6 (1). pp. 69-96. ISSN 2049-6613


Effective use of Pupil Premium Plus to improve educational outcomes for looked after children
commissioned_report

Read, S, Macer, M and Parfitt, A (2020) Effective use of Pupil Premium Plus to improve educational outcomes for looked after children. Bath Spa University, Bath, UK.


Towards a new topography of ITT: a profile of Initial Teacher Training in England 2015-16. An Occasional Paper from the IFE No.1
commissioned_report

Whiting, C, Black, P, Hordern, J, Parfitt, A, Reynolds, K, Sorensen, N and Whitty, G (2016) Towards a new topography of ITT: a profile of Initial Teacher Training in England 2015-16. An Occasional Paper from the IFE No.1. Bath Spa University, Institute for Education, Bath. ISBN 9780992633899


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