Prof. Katharine Burn

Dr Katharine Burn is an Associate Lecturer in Education at the University of Oxford. She is Director of the Oxford Education Deanery, the University’s multi-strand partnership with local schools that spans its initial teacher education programme, support for teachers’ continued professional learning and a variety of forms of research collaboration and knowledge exchange. Katharine has led PGCE history programmes at Oxford and at the UCL Institute of Education, where she also worked for two years as national history lead in relation to the Teach First programme. Her research has included various forms of policy analysis (related both to teacher education and history education), longitudinal study of beginning teachers’ professional learning, comparative study of the structures and underlying principles of teacher education programmes intended to support the integration of knowledge from different sources and specific exploration of the ways in which teacher education programmes can support student teachers’ learning about emergent and potentially controversial aspects of practice. As co-editor of the subject-specific professional journal, Teaching History, she also seeks to support forms of professional discourse that bring together teachers, academics (i.e. historians) and educational researchers.

Prof. Ian Menter

Ian Menter is a Fellow of the Academy of Social Sciences in the UK and was President of the British Educational Research Association, 2013-15.  He is Emeritus Professor of Teacher Education at the University of Oxford and was formerly the Director of Professional Programmes in the Department of Education at the University. He previously worked at the Universities of Glasgow, the West of Scotland, London Metropolitan, the West of England and Gloucestershire.  Before that he was a primary school teacher in Bristol, England. He is now a Visiting Professor at four UK universities – including Bath Spa – and one in Australia. He was President of the Scottish Educational Research Association (SERA) from 2005-2007 and was a member of the steering group for the BERA/RSA Inquiry into Research and Teacher Education.  He led the team at the University of Glasgow that carried out a literature review for the Review of Teacher Education in Scotland.