Caroline Daly

    • PhD, MA, BA, PGCE
    • Reader in Education
  • Department:
  • Summary:
    • My main research interests are in teacher agency, e-learning for teachers, collaborative professional development and professional learning within the current CPD landscape. I have developed mixed-mode teacher education programmes in national and international contexts and I now lead practice-based Masters programmes for serving teachers, including via collaborative provision with local schools.
  • Teaching:
    • Master of Teaching (School-Based) - programme leader and tutor
      Masters in Teaching and Learning - programme leader and tutor
      EdD
  • Research:
  • Postgraduate Research:
    • My research background is in professional learning, e-learning and teacher education. I have published widely for both research and practitioner audiences, including articles in the Journal of Computer Assisted Learning, Journal of In-Service Education, E-Learning and Teaching in Higher Education. I am co-editor of New Designs for Teachers' Professional Learning (Bedford Way Papers, 2007), Debates in English Teaching (Routledge, 2011), co-author of Key Issues in e-Learning Research and Practice (Continuum, 2011) and Socio-Cultural Perspectives on Work-Based Learning in Clinical Practice (Radcliffe, forthcoming).
  • Professional Activities:
    • Project manager for London Reach, the regional provider of the Masters in Teaching and Learning
      Member of the Expansive Education Network at the Centre for Real Education, University of Winchester
      Member of the editorial board for 'Reflecting Education'
      English subject advisor for the Jersey Graduate Teacher Programme
      External examiner for masters programmes in professional education at the University of Warwick, University of Leicester and University of Bedfordshire
  • Conferences/presentations:
    • 'A model of the CPD landscape in schools – what is the role of universities now?' British Educational Research Association Annual Conference, Institute of Education, University of London, 2011

      'The role of new technologies in work-related learning' International Conference for E-Learning in the Workplace (ICELW), New York, 2009

      'Professional learning and changing practice in schools' The Learning Conference, Barcelona, 2009

      'ICT CPD for primary and secondary school teachers' UCET Annual Conference, Hinckley Island, Leicestershire, 2009

      'Teachers and technology: professional development for transforming practice in schools' Computer Assisted Learning (CAL) Conference, Brighton, 2009
Caroline Daly

Staff profile

Contact details

Publications

  • Davison, J., Daly, C. and Moss, J. (eds) (2011) Debates in English Teaching. London: Routledge.
  • Pachler, N. and Daly, C. (2011) Key issues in e-Learning Research and Practice. London: Continuum.
  • Daly, C. (2011) ''The 'real world' of technologies. What kinds of professional development are needed for English teachers?'' J. Davison, C. Daly and J. Moss, Debates in English Teaching. Routledge.
  • Daly, C., Pachler, N., Mor, Y. and Mellar, H. (2010) ''Exploring formative e-assessment using case stories and design patterns'', Assessment & Evaluation in Higher Education 35 (5), 619-636.
  • Daly, C. and Pachler, N. (2010) ''E-Learning: the future?'' J. Arthur & I. Davies (eds), Textbook on Educational Studies. Oxford: Routledge 216- 226..
  • Pachler, N., Daly, C. and Turvey, A. (2010) 'Teacher professional development practices: the case of the Haringey Transformation Teachers Programme'' O. Lindberg & A. Olofsson (eds), Online learning communities and teacher professional development. PA: IGI Global 77-95.
  • Pachler, N. and Daly, C. (2009) 'Narrative and learning with Web 2.0 technologies: towards a research agenda', Journal of Computer Assisted Learning 25, 6-18.
  • Daly, C. (2008) 'Evaluation for new learning contexts – how can it be 'fit for purpose'?', Reflecting Education 4(1), 127-138.
  • Daly, C., Pachler, N., Pickering, J. and Bezemer, J. (2007) 'Teachers as e-learners: exploring the experiences of teachers in an online professional master's programme', Journal of In-service Education 33(4), 443-462.
  • Daly, C. (2004) 'Trainee English teachers and the struggle for subject knowledge', Changing English 11(2), 189-204.