Dr Kevin Proudfoot
- Senior Lecturer in Teacher Education (Pedagogy, Praxis & Faith)
Dr Kevin Proudfoot is a Senior Lecturer in Education at the University of Glasgow.
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.
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.
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
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.
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
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.
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 Examiner for MEd Educational Studies, Queen’s University Belfast
External Examiner for MSc Educational Leadership, Queen’s University Belfast
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.