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Jim Crawley

Jim Crawley

2

Personal statement

After some 25 years as an active teacher, head of department and researcher in Further Education, I joined Bath Spa University in September 2002.

I have a very wide range of teaching, research, project development and management experience across the Post Compulsory Education Sector. My role at the University, allows that experience to be put to good use for the benefit of other teachers and their students, and undergraduates studying Education Studies.

My main research specialism is Teacher Education, and in particular the professional situation of Teacher Educators in the Post Compulsory Sector. I also have a research interest in Technology Enhanced Learning, and its impact on teachers, teaching and learning. I am undertaking doctoral research investigating the professional situation of Teacher Educators in the Post Compulsory Sector.

My main roles are to lecture on Education Studies undergraduate programmes, to engage in research and development activities and projects relating to Teacher Education in the Post Compulsory sector and teaching and learning, and to teach and supervise MA students on education programmes.

Academic qualifications

  • MA Bath Spa University College
  • PhD Bath Spa University.

Professional qualifications

  • PhD (Bath Spa University) Thesis Title - How can a deeper understanding of the professional situation of lls teacher educators enhance their future support, professional development and working context?
  • M A Professional Development (Bath Spa University College).

Professional memberships

  • Universities Council for the Education of Teachers (UCET) Post 16 Committee and 14-19 sub committee - Chair (2011-2014)
  • SW CETT Teacher Education Forum - Convenor
  • Fellow of the Institute for Learning (FIfL)
  • West Country Learning and Skills Research Network - Founder Member
  • SW Centre for Excellence in Teacher Education (SW CETT)- Chair of Management Group
  • Teacher Education in Lifelong Learning (TELL) national research network - founder and convenor.

Teaching specialism

  • Teacher Education - Lifelong Learning
  • Education Studies
  • Technology Enhanced Learning.

Research and academic outputs

Go to ResearchSPAce

Just teach in FE! A people-centred approach
book

Crawley, J (2018) Just teach in FE! A people-centred approach. Sage, London. ISBN 9781526424754


Post-compulsory teacher educators: connecting professionals
book

Crawley, J (2016) Post-compulsory teacher educators: connecting professionals. Critical Publishing, St Albans. ISBN 9781910391860


In at the deep end: a survival guide for teachers in post-compulsory education. 2nd ed
book

Crawley, J (2010) In at the deep end: a survival guide for teachers in post-compulsory education. 2nd ed. Routledge, London. ISBN 9780415499897


Principalities of people: destabilizing the prince’s power through acts of connection
book_section

Crawley, J (2017) 'Principalities of people: destabilizing the prince’s power through acts of connection.' In: Daley, M, Orr, K and Petrie, J, eds. The principal: power and professionalism in FE. Trentham Books, London. ISBN 9781858568447


The further education and skills sector
book_section

Crawley, J (2013) 'The further education and skills sector.' In: Ward, S, Curtis, W, Sharp, J and Hankin, L, eds. Education studies: an issue based approach. 3rd ed. Learning Matters, London. ISBN 9781446267431


Small and medium-sized enterprises (SMEs): engaging new learners in rural SMEs
book_section

Crawley, J, Wales, S, Adams, A and Cockburn, M (2005) 'Small and medium-sized enterprises (SMEs): engaging new learners in rural SMEs.' In: Hamilton, M and Wilson, A, eds. New ways of engaging new learners: lessons from round one of the practitioner-led research initiative. NRDC/Institute of Education, London, pp. 92-106. ISBN 1905188100


‘Mapping backward’ and ‘looking forward’ by the ‘invisible educators’ – reimagining research seeking ‘common features of effective teacher preparation’
article

Crawley, J (2018) '‘Mapping backward’ and ‘looking forward’ by the ‘invisible educators’ – reimagining research seeking ‘common features of effective teacher preparation’.' Research in Post-Compulsory Education, 23 (1). pp. 23-34. ISSN 1747-5112


Growing connections – the connected professional
article

Crawley, J (2015) 'Growing connections – the connected professional.' Research in Post-Compulsory Education, 20 (4). pp. 476-498. ISSN 1359-6748


'Learning Through Life': where now for lifelong learning? Recommendation 7: broaden and strengthen the capacity of the lifelong learning workforce
article

Crawley, J (2014) ''Learning Through Life': where now for lifelong learning? Recommendation 7: broaden and strengthen the capacity of the lifelong learning workforce.' Adults Learning, 26 (1). pp. 22-23. ISSN 0955-2308


‘Endless patience and a strong belief in what makes a good teacher’: teacher educators in post-compulsory education in England and their professional situation
article

Crawley, J (2013) '‘Endless patience and a strong belief in what makes a good teacher’: teacher educators in post-compulsory education in England and their professional situation.' Research in Post-Compulsory Education, 18 (4). pp. 336-347. ISSN 1359-6748


‘On the brink’ or ‘designing the future’? Where next for Lifelong Learning Initial Teacher Education?
article

Crawley, J (2012) '‘On the brink’ or ‘designing the future’? Where next for Lifelong Learning Initial Teacher Education?' Teaching in Lifelong Learning, 4 (1). pp. 2-12. ISSN 2040-0993


Much technology, but limited impact: what progress has been made with Learning Technology in the Post Compulsory Education and Training (PCET) sector?
article

Crawley, J (2009) 'Much technology, but limited impact: what progress has been made with Learning Technology in the Post Compulsory Education and Training (PCET) sector?' Teaching in Lifelong Learning, 1 (1). pp. 43-50. ISSN 2040-0993


With a little help from my friends: IT skills of teachers in the learning and skills sector
article

Crawley, J (2003) 'With a little help from my friends: IT skills of teachers in the learning and skills sector.' Learning and Skills Research Journal. ISSN 1367-5664


Looking forward through ‘backward mapping’ – issues and challenges arising from research into ‘how and where teachers learn to teach effectively’
conference_item

Crawley, J (2014) Looking forward through ‘backward mapping’ – issues and challenges arising from research into ‘how and where teachers learn to teach effectively’. In: Focal group of World Educational Research Association at Scottish Educational Research Association conference, 21 November 2014, Edinburgh.


Podcasting in psychology: the use of electronic media in supplementary teaching
conference_item

Crawley, J, Holt, N and Walker, I (2008) Podcasting in psychology: the use of electronic media in supplementary teaching. In: Psychology Learning and Teaching Conference, July 2008.


Podcasting in higher education: evaluation pointers for the use of electronic media as supplementary learning
conference_item

Crawley, J, Holt, N and Walker, I (2007) Podcasting in higher education: evaluation pointers for the use of electronic media as supplementary learning. In: The International Conference on Virtual Learning, 26 - 28 October 2007, Ovidius University of Constanta, Romania.


Transformation - what transformation? Teachers using learning technology in Post Compulsory Education (PCE)
conference_item

Crawley, J (2005) Transformation - what transformation? Teachers using learning technology in Post Compulsory Education (PCE). In: ALT-C Conference, 6-8 September 2005, University of Manchester.


Shrouded in the mists of someone else’s vision: teachers using learning technology in Post Compulsory Education (PCE)
conference_item

Crawley, J (2004) Shrouded in the mists of someone else’s vision: teachers using learning technology in Post Compulsory Education (PCE). In: BERA Annual Conference, 16-18 September 2004, University of Manchester.


How can a deeper understanding of the professional situation of LLS teacher educators enhance their future support, professional development and working context?
thesis

Crawley, J (2014) How can a deeper understanding of the professional situation of LLS teacher educators enhance their future support, professional development and working context? PhD thesis, Bath Spa University.


Outstanding Teaching Learning and Assessment 2: south west - final project report
commissioned_report

Hesmondhalgh, T and Crawley, J (2017) Outstanding Teaching Learning and Assessment 2: south west - final project report. Education and Training Foundation, London.


Psychopod
commissioned_report

Crawley, J, Holt, N and Walker, I (2008) Psychopod.


South West voluntary and community sector workforce development hub evaluation
commissioned_report

Crawley, J (2006) South West voluntary and community sector workforce development hub evaluation.


Providing effective learner support for part-time learners
commissioned_report

Crawley, J and Barker, P (2005) Providing effective learner support for part-time learners.


TELLing Stories
other

Crawley, J, Thompson, C and Wolstencroft, P (2018) TELLing Stories. Teacher Education in Lifelong Learning (TELL), 1.


Pedagogy in Further Education and Vocational Teacher Education
other

Crawley, J (2015) Pedagogy in Further Education and Vocational Teacher Education. MESHGuides.


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