Dr Kevin Proudfoot

  • Senior Lecturer in Teacher Education (Pedagogy, Praxis & Faith)

Biography

Dr Kevin Proudfoot is a Senior Lecturer in Education at the University of Glasgow. 

Research interests

Dr Proudfoot's research interests are in the field of the critical sociology of education, chiefly in respect to the lived experiences of teachers and their negotiation of educational policies and practices, with this being most particularly in regard to their perspectives on performance management and professional development. To this end, he is interested in the application of Foucault’s conceptualisation of power in educational settings, particularly relating to panopticism and teacher surveillance, and crucially, Michel de Certeau's 'ways of operating' as a means of understanding how teachers respond to this. As an example, see:

Proudfoot, K. (2021). Panopticism, Teacher Surveillance and the 'Unseen'. British Journal of Sociology of Education, 42(5-6), 812-827

He welcomes enquiries from Doctoral students seeking supervision in similar areas. 

 

 

 

Publications

List by: Type | Date

Jump to: 2021
Number of items: 3.

2021

Farrar, J. and Proudfoot, K. (2021) Becoming a teacher. Teaching Scotland, 90, p. 5.

Proudfoot, K. (2021) Panopticism, teacher surveillance and the ‘unseen’. British Journal of Sociology of Education, 42(5-6), pp. 812-827. (doi: 10.1080/01425692.2021.1914549)

Proudfoot, K. (2021) Creating Professional Space in Initial Teacher Education: Sharing Practitioner Enquiries on Socio-Economic Disadvantage. Project Report. Scottish Council of Deans of Education, Scottish Attainment Challenge.

This list was generated on Mon May 16 04:32:28 2022 BST.
Number of items: 3.

Articles

Farrar, J. and Proudfoot, K. (2021) Becoming a teacher. Teaching Scotland, 90, p. 5.

Proudfoot, K. (2021) Panopticism, teacher surveillance and the ‘unseen’. British Journal of Sociology of Education, 42(5-6), pp. 812-827. (doi: 10.1080/01425692.2021.1914549)

Research Reports or Papers

Proudfoot, K. (2021) Creating Professional Space in Initial Teacher Education: Sharing Practitioner Enquiries on Socio-Economic Disadvantage. Project Report. Scottish Council of Deans of Education, Scottish Attainment Challenge.

This list was generated on Mon May 16 04:32:28 2022 BST.

Grants

University of Glasgow lead for SCDE Scottish Attainment Challenge, a Scottish Government funded research project, focused on developing pedagogies to reduce the poverty-related attainment gap in Literacy, Numeracy and Health and Wellbeing. 

Supervision

  • Al Madi, Maged Saad O
    Lesson Study as Teacher Development Strategy: A Case Study of Primary School in Riyadh/Saudi Arabia.
  • ALBAZIE, HAIFA
    The factors affecting the use of E-Learning at a Saudi University

Recently Completed PhDs:

Teachers Perspectives on Lesson Study as a Teacher Development Strategy: A Case Study of Primary Schools in Riyadh, Saudi Arabia

Investigating the Effectiveness of Using GeoGebra on Students' Mathematical Proficiency: Teacher and Student Perspectives 

Current PhD Supervision:

Factors affecting the use of E-Learning in Saudi Arabia: A Self-Determination Theory Analysis of Academic Perspectives.

Student and Lecturer Perspectives on Assessment: Process rather than Product 

Teachers' Perspectives on Moral Education in the Scottish Primary Context

Teaching

 

Dr Proudfoot is Programme Leader for MSc (Online) Education and Course Leader for Modern Educational Thinking (Online) and MSc (Online) Dissertation.

Dr Proudfoot supervises individual Masters dissertation students across a range of diverse projects. 

 

Additional information

Reports

Proudfoot, K., (2021) Creating Professional Space in Initial Teacher Education: Sharing Practitioner Enquiries on Socio-Economic Disadvantage, Scottish Council of the Deans of Education Attainment Challenge Project: Final Report. http://www.scde.ac.uk/wp-content/uploads/2021/07/University-of-Glasgow-SAC-Final-Report.pdf

Editorial Board of Journal

Member of Editorial Board for Critical Studies in Education

Conference Organisation

Convened a ‘5 Nations’ (UK and Ireland) Educational Leadership’ event at the University of Newcastle, focused on the concept of ‘Leadership as Practice’. (2019)

National Convenor for the British Educational Research Association ‘Educational Leadership’ Special Interest Group (standard 3 year term, 2018-2020).

International Conference Presentations

Straub, S., Livingston, K., Proudfoot, K., Fischer-Schöneborn, S., (2020) University-School Partnerships in Initial Teacher Education: Insights from Lüneburg and Glasgow.  Lower-Saxony – Scotland Joint Forum 2020. 

Proudfoot, K., (2017) ‘Professional autonomy and performance management: implications for teacher motivation and wellbeing.’ Paper presented at the European Educational Research Association Conference (2017), University of Copenhagen.

National Conference Presentations

Proudfoot, K., (2018) Neoliberal Performance Management and Teacher Motivation in English State Schools. Paper presented at Scottish Educational Research Association Conference (2018)

Proudfoot, K., (2017) Performance management: how does it affect teachers’ motivation to ‘improve’? Paper presented at the British Educational Research Association Conference, University of Sussex.

Proudfoot, K., (2016) Intrinsic and Extrinsic Motivations in Teacher Professional Development. Exploring a Pilot Study Paper presented at the British Educational Research Association Conference, University of Leeds.

Other Publications

Proudfoot, K. (2017)  ‘Survey dissemination, school hierarchy and teacher voice.’ British Educational Research Association Blog publication.

National Advisory Roles

Co-organiser of the ‘Self Evaluation Framework for ITE, 2019' - in partnership with other ITE institutions and Education Scotland.

GTCS ITE Accreditation Panel Member – the Scottish national review body for new and reaccredited ITE programmes.

 

Membership of Professional/Academic Associations/Research Centres

Member of British Educational Research Association (2015-present)

Member of GTCS (2018-present)

Member of the Robert Owen Centre for Educational Change (2020-present)

External Examination

External Examiner for MEd Educational Studies, Queen’s University Belfast

External Examiner for MSc Educational Leadership, Queen’s University Belfast

Invited Workshops/Lectures

Participation in an ERASMUS+ project on teacher appraisal, entailing delivery of workshops to a group of European school inspectors from Spain, Portugal, Romania, Lithuania and Cyprus. 2015.