Sally Johnson

    • BSc, MA, PGCC, PGCE
  • Faculty:
  • Department:
  • Centre:
  • Summary:
    • My experience spans thirty years of science teaching and teacher development in the UK and five other countries. This includes twelve years as Science Education Lecturer on the PGCE programme at King's College London, through which I am very well acquainted with many of the schools and science teachers in the London region. From 2004 I was seconded to the Gatsby Science Enhancement Programme managing a wide range of professional development projects including Learning Skills for Science.
  • Teaching:
    • I manage a team of eight people to develop and deliver professional development courses for secondary science teachers, FE lecturers, primary teachers and science co-ordinators, technicians and teaching assistants. In the last year we held over 80 courses for 1,700 people at our Centre and with partner organisations across London.
  • Research:
  • Professional Activities:
    • • National Co-ordinator of Initial Teacher Training and Continuing Professional Development projects for Gatsby Science Enhancement Programme. Responsible for over twelve teacher development projects. Organiser of Continuing Professional Development courses involving 4,000 participants across the country of which I was the trainer at 42 events
      • External examiner for International Institute for Educational Planning, UNESCO
      • Member of the science expert advisory panel for the Specialist Schools Trust
      • Member of Secondary National Strategy interactive teaching expert group
      • Member of the Institute of Biology
      • Member of the Association of Science Education.
  • Conferences/presentations:
    • Johnson, S. (2003) Developing science subject knowledge through pairing of trainees during teaching practice. Proceedings BERA conference, Edinburgh.

      Johnson, S. (2002) Who wants to be a science teacher: a five year study of recruitment in London. Proceedings BERA conference, Exeter.

      Johnson, S. (2002) Researching teacher development in the use of Translation Activities across southern Africa. Proceedings 10th Annual SAARMSTE conference. Durban: University of Natal.

      Johnson, S. and Harrison, C. (1998) Exploring Issues of Success: A consideration of some of the outcomes of the NISTEP Project. San Diego: NARST Conference.

      Johnson, S., Monk, M. and Swain, J. (1998) Models of teacher development and change: blind variation and selective retention. Utrecht: ICASE Symposium.
Sally Johnson

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  • Johnson, S., Monk, M., Botha, T. and Hodges, M. (2004) 'Teaching Science to Large Classes in South Africa', School Science Review 86(314), 15-22.
  • Johnson, S., Scholtz, Z, Hodges, M. and Botha, T. (2003) 'An approach to delivering sustainable teacher development in large science classes', African Journal of Research in Mathematics, Science and Technology Education 7, 85-96.
  • Johnson, S., Sadeck, M and Hodges, M. (2002) 'Developing science process skills in special schools in South Africa', Journal of Research in Special Educational Needs 2(1),
  • Johnson, S., Monk, M., Watson, R., Hodges, M., Sadeck, M., Scholtz, Z., Botha, T. and Wilson, B. (2000) 'Teacher Change in the Western Cape, South Africa: taking a big step in science education', Journal of In-service Education 26(3), 569-582.
  • Johnson, S., Monk, M. and Hodges, M. (2000) 'Teacher Development and Change in South Africa: a critique of the appropriateness of transfer of northern/western practice', Compare 30(2), 179-192.
  • Johnson, S., Monk, M. and Swain, J. (2000) 'Constraints on development and change to science teachers' practice in Egyptian classrooms', Journal of Education for Teaching 26(1), 9-24.
  • Johnson, S., Monk, M. and Watson, R. (2000) 'Teacher development in large classes: a project in progress', Science Teacher Education 28, 10-12.
  • Monk, M., Johnson, S. and Swain, J. (1999) 'Modelling adaptation in the evolution of an in-service programme: blind variation and selective retention in school based observation activities', Journal of In-service Education 24(3), 429-444.
  • Monk, M. and Johnson, S. (1995) 'How do you know that?: an epistemological challenge', Science Education International 6(4), 21-24.