Dr Lauren Boath
- Senior Lecturer in Education (Physics) (School of Education)
telephone:
01413303003
email:
Lauren.Boath@glasgow.ac.uk
St Andrew's Building, Eldon Street, Glasgow, G3 6HN
https://orcid.org/0000-0003-4942-8430Biography
Dr Lauren Boath is a Senior Lecturer in Education and a Fellow of the Centre for Transformative Change in Schools in the School of Education at the University of Glasgow.
Her work focuses on practitioner inquiry and transformative professional learning across the professional continuum, from initial teacher education to the continuing professional learning of experienced teachers. She investigates how critically reflective, collaborative and inquiry-informed professional learning can contribute to transformative educational practice and to more equitable experiences and outcomes for learners.
Lauren works with pre-service teachers, practising teachers, schools and educational partners across primary and secondary education. Her work is underpinned by a commitment to connecting professional learning with the lived realities of classrooms, schools and communities. She is particularly interested in how educators bring research, professional knowledge, experience and learners’ perspectives into dialogue as they critically examine and develop practice.
Her disciplinary background is in physics and science education. This provides one important context for her wider work on practitioner inquiry, transformative professional learning and educational change. Within science education, her interests include initial teacher education, continuing professional learning, children’s and young people’s experiences of science, learner participation, and equitable access to meaningful science education.
Lauren’s career has encompassed teaching physics and sciences in Scottish secondary schools, a secondment with Learning & Teaching Scotland / Education Scotland as a development officer for science and STEM 3-18 and experience in four Scottish higher education institutions. Her leadership roles have included Course Leaderships and Director of Initial Teacher Education and Undergraduate in the School of Education at the University of Glasgow. In her role as a Lecturer in Education at the University of Dundee, Lauren oversaw of development, accreditation and implementation of an innovative route into secondary teaching in Chemistry, Computing, Home Economics, Mathematics and Physics, integrating initial teacher education with the General Teaching Council for Scotland Teacher Induction Scheme (TIS). These experiences have shaped her interest in the relationship between professional learning and changes in educational practice, particularly the conditions that help educators translate inquiry into sustained improvements for learners.
Lauren gained her her first degree in physics at the University of Strathclyde and teacher education (PGCE in physics with science) at the University of Dundee. She completed her PhD in science education at Trinity College, Dublin exploring children's learning in science beyond the teacher-led, using a children’s rights-based approach to children’s voice, underpinned by Vygotsky’s cultural-historical theory.
As Senior Lecturer in Education (Physics and Science) in the University of Glasgow's School of Education, Lauren continues to be responsible for developing beginning and qualified teachers, both within science and more widely across Master's level programmes. Since April 2024, Lauren has been the International Accreditation Lead for initial teacher education for the School of Education, working with colleagues in the School of Education, the College of Social Sciences and the wider University to lead, in 2026, the first submission for international accreditation for initial teacher education programmes within the School.
Research interests
Lauren's research asks how professional learning can contribute to transformative educational practice and to more equitable experiences and outcomes for learners. Her focus is particularly on practitioner inquiry and transformative professional learning across the professional continuum, encompassing pre-service teachers in initial teacher education and experienced teachers engaged in continuing professional learning.
Lauren explores how educators use collaborative inquiry, research, professional knowledge and learners’ perspectives to examine and develop practice. She is interested in what enables professional learning to produce meaningful and sustained change, how that change is experienced by learners, and whether its benefits are equitable across different groups and contexts.
Lauren's work extends across primary and secondary education. Her particular disciplinary expertise is in physics and science education, including science teacher education, children’s and young people’s experiences of science, learner participation, and equity in science education.
Publications
2026
Boath, Lauren 
ORCID: https://orcid.org/0000-0003-4942-8430, Mio, Cristina ORCID: https://orcid.org/0000-0002-2403-5158, Smith, Clare ORCID: https://orcid.org/0000-0003-2677-9991 and McKinney, Stephen ORCID: https://orcid.org/0000-0002-8249-6067
(2026)
Who benefits from science experiences beyond the teacher-led? A study of the perceptions and experiences of children and young people (aged 8-14) in Scotland.
Scottish Educational Review,
(doi: 10.1163/27730840-bja10051)
(Early Online Publication)
Zembat, Ismail Özgür ORCID: https://orcid.org/0000-0003-3727-995X, Kennedy, Brianna L., Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Brack, Kat and Aydin, Utkun ORCID: https://orcid.org/0000-0002-1380-5911
(2026)
Transformative Educational Change: A CenTCS Lexicon.
Project Report.
Centre for Transformative Change in Schools (CenTCS), University of Glasgow.
(doi: 10.36399/gla.pubs.388370).
2025
Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430 and Mio, Cristina ORCID: https://orcid.org/0000-0002-2403-5158
(2025)
Pre-service Teachers’ Understanding of Goodwin’s Domains of Knowledge.
21st Biennial Conference of the International Study Association on Teachers and Teaching (ISATT) 2025, University of Glasgow, 30 June - 4 July 2025.
Cowhitt, Thomas ORCID: https://orcid.org/0000-0003-4104-6155 and Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430
(2025)
Social Networks in Schools: Promising Intervention Approaches
Linking Schools and Universities: Using SNA to Develop and Evaluate Inter-organisational Engagement Strategies for Collaborative Improvement.
International Network for Social Network Analysis Sunbelt 2025 Paris, Sorbonne Université, 23 - 29 June 2025.
2024
Mio, Cristina ORCID: https://orcid.org/0000-0002-2403-5158, Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Curley, Angela and McKinney, Stephen ORCID: https://orcid.org/0000-0002-8249-6067
(2024)
The Impact of a Reading Group on Professional Learning and Teacher Educator Identity.
11th LSME International Research Conference, Online, 12-13 Nov 2024.
Mio, Cristina ORCID: https://orcid.org/0000-0002-2403-5158, Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Curley, Angela and McKinney, Stephen ORCID: https://orcid.org/0000-0002-8249-6067
(2024)
Developing Scholarship: The Value of a Research Reading Group in Higher Education ITE.
SERA Conference 2024, Dundee, Scotland, 27-29 Nov 2024.
Evans, David, Little, Cathy, Alves, Ines ORCID: https://orcid.org/0000-0001-5247-8696, Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430 and Basit, Abdul
(2024)
Exploring The Complexities and Multifaceted Nature of Teacher Preparedness.
Australian Association for Research in Education Conference 2024, MacQuarie University, Sydney, Austrlia, 1-5 December 2024.
2023
Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Shimi, Jill and Campbell, Louise
(2023)
Developing Sustainable Partnerships for Integrating Initial Teacher Education and Induction.
European Conference on Educational Research (ECER 2023), Glasgow, UK, 22-25 August 2023.
Alves, Ines ORCID: https://orcid.org/0000-0001-5247-8696 and Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430
(2023)
Inclusive Practice in Action: Hearts, Heads, Hands.
Successful Learning Conference 2023, Sydney, Australia, 26-27 June 2023.
Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Shimi, Jill and Campbell, Louise
(2023)
Integrating initial teacher education and induction in Scotland.
In: Acquaro, Daniela and Bradbury, Ondine Jayne (eds.)
International Perspectives on School-University Partnerships: Research, Policy and Practice.
Springer: Singapore, pp. 135-150.
ISBN 9789819908066
(doi: 10.1007/978-981-99-0807-3_10)
Anderson, Sarah ORCID: https://orcid.org/0000-0001-9084-7413, Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430 and McMahon, Margery ORCID: https://orcid.org/0000-0002-2170-5419
(2023)
Scotland's Strategy for High-quality Educator Preparation Strand I: Addressing the Evolving Needs of Education.
American Association of College for Teacher Education 75th Annual Meeting, Indianapolis, IN, USA, 24-26 Feb 2023.
Little, Cathy, Evans, David, Alves, Ines ORCID: https://orcid.org/0000-0001-5247-8696 and Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430
(2023)
Exploring Preparedness with Pre-Service Teachers.
European Conference on Research in Education: The Value of Diversity in Education and Educational Research, Glasgow, UK, 22-25 August 2023.
Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Mio, Cristina ORCID: https://orcid.org/0000-0002-2403-5158 and McKinney, Stephen ORCID: https://orcid.org/0000-0002-8249-6067
(2023)
Laying the foundations for leadership: Research-informed teacher education.
In: Menter, Ian (ed.)
The Palgrave Handbook of Teacher Education Research.
Palgrave Macmillan: Cham.
ISBN 978303059533-3
(doi: 10.1007/978-3-030-59533-3_72-1)
2022
Urbina-Garcia, Angel, Jindal-Snape, Divya, Lindsay, Angela, Hannah, Elizabeth F.S., Barrable, Alexia, Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430 and Touloumakos, Anna K.
(2022)
Do We Really Listen to Young Children's Voices in Educational Research? An International Systematic Literature Review.
Royal Society of Edinburgh Being and Belonging Early Years Conference, Online, 02 Mar 022.
Race, Richard, Ayling, Pere, Chetty, Dorrie, Hassan, Nasima, McKinney, Stephen J. ORCID: https://orcid.org/0000-0002-8249-6067, Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Riaz, Nighet ORCID: https://orcid.org/0000-0002-6493-2005 and Salehjee, Saima ORCID: https://orcid.org/0000-0001-8147-1856
(2022)
Decolonising curriculum in education: continuing proclamations and provocations.
London Review of Education, 20(1),
12.
(doi: 10.14324/LRE.20.1.12)
Urbina-Garcia, Angel, Jindal-Snape, Divya, Lindsay, Angela, Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Hanna, Elizabeth F.S., Barrable, Alexia and Touloumakos, Anna K.
(2022)
Voices of young children aged 3–7 years in educational research: an international systematic literature review.
European Early Childhood Education Research Journal, 30(1),
pp. 8-31.
(doi: 10.1080/1350293X.2021.1992466)
2021
Fischer-Schoeneborn, Sandra, Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575, Mio, Cristina ORCID: https://orcid.org/0000-0002-2403-5158, Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Lemmrich, Svenja and Kuhl, Poldi
(2021)
University-School Partnerships in Initial Teacher Education: Further Insights from Lüneburg and Glasgow.
Lower Saxony – Scotland Joint Forum, 21-22 November 2022.
Gormally, Sinead ORCID: https://orcid.org/0000-0003-3151-1025, Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Farrar, Jennifer ORCID: https://orcid.org/0000-0002-7128-6355, Martin, Helen and Nicholson, Joyce ORCID: https://orcid.org/0000-0002-2921-2045
(2021)
Disrupting Boundaries to Build Bridges.
Crossing Boundaries and Building Bridges: ICSEI Virtual Congress 2021, 8-9, 17-18 Mar 2021.
2020
Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430 and Barrable, Alexia
(2020)
The child as co-researcher in the early years: what do children like in
the outdoors?
SERA Researching Education Bulletin(9),
pp. 34-38.
2018
Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430
(2018)
Science Learning Beyond the Teacher-led in Curriculum for Excellence: Children’s Aspirations and Perceptions.
Scottish Educational Research Association Annual Conference 2018: Critical Understanding of Education Systems: What Matters Internationally?, Glasgow, UK, 21-23 Nov 2018.
Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430 and Shimi, Jill
(2018)
Different Ways of Educating New Teachers: Opportunities for Mentoring the Mentors.
Scottish Educational Research Association Annual Conference 2018: Critical Understanding of Education Systems: What Matters Internationally?, Glasgow, UK, 21-23 Nov 2018.
Articles
Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Mio, Cristina ORCID: https://orcid.org/0000-0002-2403-5158, Smith, Clare ORCID: https://orcid.org/0000-0003-2677-9991 and McKinney, Stephen ORCID: https://orcid.org/0000-0002-8249-6067
(2026)
Who benefits from science experiences beyond the teacher-led? A study of the perceptions and experiences of children and young people (aged 8-14) in Scotland.
Scottish Educational Review,
(doi: 10.1163/27730840-bja10051)
(Early Online Publication)
Race, Richard, Ayling, Pere, Chetty, Dorrie, Hassan, Nasima, McKinney, Stephen J. ORCID: https://orcid.org/0000-0002-8249-6067, Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Riaz, Nighet ORCID: https://orcid.org/0000-0002-6493-2005 and Salehjee, Saima ORCID: https://orcid.org/0000-0001-8147-1856
(2022)
Decolonising curriculum in education: continuing proclamations and provocations.
London Review of Education, 20(1),
12.
(doi: 10.14324/LRE.20.1.12)
Urbina-Garcia, Angel, Jindal-Snape, Divya, Lindsay, Angela, Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Hanna, Elizabeth F.S., Barrable, Alexia and Touloumakos, Anna K.
(2022)
Voices of young children aged 3–7 years in educational research: an international systematic literature review.
European Early Childhood Education Research Journal, 30(1),
pp. 8-31.
(doi: 10.1080/1350293X.2021.1992466)
Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430 and Barrable, Alexia
(2020)
The child as co-researcher in the early years: what do children like in
the outdoors?
SERA Researching Education Bulletin(9),
pp. 34-38.
Book Sections
Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Shimi, Jill and Campbell, Louise
(2023)
Integrating initial teacher education and induction in Scotland.
In: Acquaro, Daniela and Bradbury, Ondine Jayne (eds.)
International Perspectives on School-University Partnerships: Research, Policy and Practice.
Springer: Singapore, pp. 135-150.
ISBN 9789819908066
(doi: 10.1007/978-981-99-0807-3_10)
Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Mio, Cristina ORCID: https://orcid.org/0000-0002-2403-5158 and McKinney, Stephen ORCID: https://orcid.org/0000-0002-8249-6067
(2023)
Laying the foundations for leadership: Research-informed teacher education.
In: Menter, Ian (ed.)
The Palgrave Handbook of Teacher Education Research.
Palgrave Macmillan: Cham.
ISBN 978303059533-3
(doi: 10.1007/978-3-030-59533-3_72-1)
Research Reports or Papers
Zembat, Ismail Özgür ORCID: https://orcid.org/0000-0003-3727-995X, Kennedy, Brianna L., Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Brack, Kat and Aydin, Utkun ORCID: https://orcid.org/0000-0002-1380-5911
(2026)
Transformative Educational Change: A CenTCS Lexicon.
Project Report.
Centre for Transformative Change in Schools (CenTCS), University of Glasgow.
(doi: 10.36399/gla.pubs.388370).
Conference or Workshop Item
Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430 and Mio, Cristina ORCID: https://orcid.org/0000-0002-2403-5158
(2025)
Pre-service Teachers’ Understanding of Goodwin’s Domains of Knowledge.
21st Biennial Conference of the International Study Association on Teachers and Teaching (ISATT) 2025, University of Glasgow, 30 June - 4 July 2025.
Cowhitt, Thomas ORCID: https://orcid.org/0000-0003-4104-6155 and Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430
(2025)
Social Networks in Schools: Promising Intervention Approaches
Linking Schools and Universities: Using SNA to Develop and Evaluate Inter-organisational Engagement Strategies for Collaborative Improvement.
International Network for Social Network Analysis Sunbelt 2025 Paris, Sorbonne Université, 23 - 29 June 2025.
Mio, Cristina ORCID: https://orcid.org/0000-0002-2403-5158, Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Curley, Angela and McKinney, Stephen ORCID: https://orcid.org/0000-0002-8249-6067
(2024)
The Impact of a Reading Group on Professional Learning and Teacher Educator Identity.
11th LSME International Research Conference, Online, 12-13 Nov 2024.
Mio, Cristina ORCID: https://orcid.org/0000-0002-2403-5158, Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Curley, Angela and McKinney, Stephen ORCID: https://orcid.org/0000-0002-8249-6067
(2024)
Developing Scholarship: The Value of a Research Reading Group in Higher Education ITE.
SERA Conference 2024, Dundee, Scotland, 27-29 Nov 2024.
Evans, David, Little, Cathy, Alves, Ines ORCID: https://orcid.org/0000-0001-5247-8696, Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430 and Basit, Abdul
(2024)
Exploring The Complexities and Multifaceted Nature of Teacher Preparedness.
Australian Association for Research in Education Conference 2024, MacQuarie University, Sydney, Austrlia, 1-5 December 2024.
Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Shimi, Jill and Campbell, Louise
(2023)
Developing Sustainable Partnerships for Integrating Initial Teacher Education and Induction.
European Conference on Educational Research (ECER 2023), Glasgow, UK, 22-25 August 2023.
Alves, Ines ORCID: https://orcid.org/0000-0001-5247-8696 and Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430
(2023)
Inclusive Practice in Action: Hearts, Heads, Hands.
Successful Learning Conference 2023, Sydney, Australia, 26-27 June 2023.
Anderson, Sarah ORCID: https://orcid.org/0000-0001-9084-7413, Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430 and McMahon, Margery ORCID: https://orcid.org/0000-0002-2170-5419
(2023)
Scotland's Strategy for High-quality Educator Preparation Strand I: Addressing the Evolving Needs of Education.
American Association of College for Teacher Education 75th Annual Meeting, Indianapolis, IN, USA, 24-26 Feb 2023.
Little, Cathy, Evans, David, Alves, Ines ORCID: https://orcid.org/0000-0001-5247-8696 and Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430
(2023)
Exploring Preparedness with Pre-Service Teachers.
European Conference on Research in Education: The Value of Diversity in Education and Educational Research, Glasgow, UK, 22-25 August 2023.
Urbina-Garcia, Angel, Jindal-Snape, Divya, Lindsay, Angela, Hannah, Elizabeth F.S., Barrable, Alexia, Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430 and Touloumakos, Anna K.
(2022)
Do We Really Listen to Young Children's Voices in Educational Research? An International Systematic Literature Review.
Royal Society of Edinburgh Being and Belonging Early Years Conference, Online, 02 Mar 022.
Fischer-Schoeneborn, Sandra, Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575, Mio, Cristina ORCID: https://orcid.org/0000-0002-2403-5158, Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Lemmrich, Svenja and Kuhl, Poldi
(2021)
University-School Partnerships in Initial Teacher Education: Further Insights from Lüneburg and Glasgow.
Lower Saxony – Scotland Joint Forum, 21-22 November 2022.
Gormally, Sinead ORCID: https://orcid.org/0000-0003-3151-1025, Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Farrar, Jennifer ORCID: https://orcid.org/0000-0002-7128-6355, Martin, Helen and Nicholson, Joyce ORCID: https://orcid.org/0000-0002-2921-2045
(2021)
Disrupting Boundaries to Build Bridges.
Crossing Boundaries and Building Bridges: ICSEI Virtual Congress 2021, 8-9, 17-18 Mar 2021.
Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430
(2018)
Science Learning Beyond the Teacher-led in Curriculum for Excellence: Children’s Aspirations and Perceptions.
Scottish Educational Research Association Annual Conference 2018: Critical Understanding of Education Systems: What Matters Internationally?, Glasgow, UK, 21-23 Nov 2018.
Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430 and Shimi, Jill
(2018)
Different Ways of Educating New Teachers: Opportunities for Mentoring the Mentors.
Scottish Educational Research Association Annual Conference 2018: Critical Understanding of Education Systems: What Matters Internationally?, Glasgow, UK, 21-23 Nov 2018.
Grants
2023-2024
£29385 University of Glasgow Knowledge Exchange Fund grant
Practitioner enquiry at a Glasgow High School: a deep understanding of school improvement
PI (Glasgow) Dr Sarah Anderson, School of Education, CoSS
Co-applicants Dr Thomas Cowhitt and Dr Lauren Boath, School of Education, CoSS
2023
University of Sydney - University of Glasgow Ignition Grants (20000 AUS $)
Pre-Service Teacher Preparedness for Understanding Quality Inclusive Education
PI (Glasgow) Dr Ines Alves, School of Education, CoSS
2019
University of Dundee School of Education & Social Work Seed Grant
The child as coresearcher in the early years: A children’s rights-based methodology to improve the outdoor learning environment while supporting children’s autonomy
Supervision
Lauren welcomes doctoral and research enquiries relating to:
- practitioner inquiry;
- transformative professional learning;
- initial teacher education;
- continuing professional learning;
- critically reflective practice;
- collaborative inquiry;
- learner participation in educational research and improvement;
- the relationship among professional learning, educational practice and learner outcomes;
- equity and inclusion in educational experiences and outcomes; and
- physics and science education.
She welcomes work across primary and secondary education and across subject areas.
Lauren is particularly interested in projects that examine how transformative professional learning contributes to better and more equitable experiences and outcomes for learners, including research that asks who benefits from educational change and whose perspectives inform judgements about improvement. Within physics and science education, she welcomes projects connecting teacher learning with learner participation, inclusion, equity and transformative educational practice.
Current PhD / EdD students:
- Rustamova, Sevinj
Exploring the current status of inclusive education through teacher’s role: Comparative case study between the Republic of Azerbaijan and Scotland.
Examples of completed supervision
PhD students:
Alexia Barrable: A new focus for education? Nature connection as a goal for all education: theoretical, research and practical perspectives (Ph.D. by publication 2020; first supervisor Professor Divya Jindal-Snape, second supervisor Dr Lauren Boath)
Supervision in the Scottish context:
Master of Education (integrated undergraduate) Primary Education with Teaching Qualification dissertation titles:
To what extent has the Coronavirus Pandemic negatively impacted the Scottish Government’s attempt to close the poverty related attainment gap?
How can Scottish educators use what is known in research to support the learning and wellbeing of refugee learners in the classroom?
MEd Professional Practice dissertation students:
How effective is retrieval practice as a learning strategy for children aged five to eleven?
The effective development and assessment of pupils' (science) inquiry skills in Scottish high school classrooms
Supervision in international contexts:
MSc Educational Studies / MSc Education dissertation titles:
How to improve biology education in primary and secondary schools: an extended literature review
Student experiences and perceptions of self-efficacy in a grammar class using a flipped classroom model: a mixed-methods exploratory study in a Saudi college
An exploration of the impact of Education for Life teaching training programme on learners' attendance and achievement in schools in Ghana
Exploring the experiences and perceptions of interactions and relationships between Learning Support Assistants and Teachers in Hong Kong classrooms
Bringing shadow education into the light: an exploration of teacher and tutor experiences with collborative practices in Japan
Teaching
Lauren teaches within initial teacher education, with particular expertise in physics and science education. Her teaching is closely connected to her research interests in practitioner inquiry, transformative professional learning and equitable educational practice.
She supports pre-service teachers to:
- connect theory, research and professional experience;
- examine assumptions about learners and learning;
- use evidence to investigate educational practice;
- engage critically with subject-specific pedagogy;
- consider how practices are experienced by different learners;
- develop inclusive and context-responsive approaches; and
- understand professional learning as a career-long process.
In 2021, Lauren introduced the research-based science education frameworks which underpin the learning and teaching of sciences in the Postgraduate Diploma in Education with teaching qualification (PGDE (TQ)) and the integrated undergraduate Master of Education (Primary) (TQ).
Professional activities & recognition
Prizes, awards & distinctions
- 2026: College of Social Sciences Team Award (University of Glasgow Teaching Excellence Awards)
Professional & learned societies
- 2022 - 2025: 2025 conference organising committee, International Study Association on Teachers & Teaching (ISATT)
- 2022: Representative for School of Education, University of Glasgow, Scottish Universities Inclusion Group
- 2022 - 2023: Representative for School of Education, University of Glasgow, Scottish Council of Deans of Education
- 2008 - 2010: Annual Conference Chair 2010, Association for Science Education (Scotland)
- 2005 - 2010: Tayside & Fife Committee Member, Association for Science Education (Scotland)
Selected international presentations
- 2026: European Conference on Educational Research (ECER) (Tampere, Finland)
- 2025: International Network for Social Network Analysis (INSNA) Sunbelt Conference (Paris, France)
- 2024: Education Research in a Changing World: Australian Association for Research in Education Conference (Sydney, Australia)
- 2023: American Association of College for Teacher Education 75th Annual Meeting (Indianapolis, IN, USA)
- 2021: International Congress to School Effectiveness and Improvement (Virtual Congress, New Zealand)
Additional information
External Examining
01/10/2022 - present External Examiner for University of St Andrews, interdisciplinary modules ID4001 Communication and Teaching in Science and ID4002 Communication and Teaching in Arts
01/10/2021 - 09/10/2024 External Examiner for University of Strathclyde Understanding Inclusive Education, Providing Effective Educational Support and Inclusive Pedagogy modules with the MEd programme.
Council for the Accreditation of Educator Preparation (CAEP) Reviewer
2024/25 - present Having successfully completed the peer-reviewer training in Summer 2024, Lauren supports international reviews of educator preparation providers.
Thesis
Boath, L. (2019) Children’s aspirations and perceptions of science learning beyond the teacher-led. Trinity College, University of Dublin, Ireland.
Participation by invitation
'STEM' education: what's the problem, what's the solution? at the 23rd Science and the Parliament event in Edinburgh, hosted at Dynamic Earth on 22 November 2023.
Dr Boath was invited to join a panel, comprising four presentations and Q&A from an audience of around 200 members including keynote speakers, the President of the Royal Society of Chemistry and the Minister for Higher and Further Education. Panel members Professor Martin Hendry, Headteacher Bruce Robertson, Chair of the Royal Society of Edinburgh Education Committee (and formerly Chief Executive of the SQA) Dr Janet Brown, spoke to the theme of STEM Education. In her contribution, Lauren presented thinking on the direction of travel of education in sciences, technologies, engineering and mathematics, and the impact of policy pursuit of STEM, lacking an evidence base or pedagogical meaning, on learning and teaching in schools which meets the needs of diverse learners. Challenging the view of a ‘pipeline’ for developing the workforce, Lauren questioned the privileging of STEM subjects and whether our attempts to promote may be doing more harm than good, in schools and in building the right skills and dispositions for future citizens, and beginning teachers.
Selected presentations
Murphy, C. & Boath, L. (2016) Decolonising Educational Research. Trinity College Dublin School of Education Research Seminar Series 2016-17, Trinity College, University of Dublin, Ireland.
McAdam, M., & Boath, L. (2012). Curriculum Area Impact Project in Sciences 3-18: Report Launch. Scottish Learning Festival 2012, Glasgow, United Kingdom.
Professional learning for practitioners including advice, guidance and exemplification for sciences in Curriculum for Excellence, published by Learning & Teaching Scotland and Education Scotland
Boath, L. (2012) Skills for Science: Advice, Guidance and Exemplification for National 5 Physics
Boath, L. (2012) Skills for Science: Advice, Guidance and Exemplification for National 4 Physics
Boath, L. (2012) Food Security: Advice, Guidance and Exemplification for National 5 Biology with colleagues from the Scottish Science Equipment Research Centre
Boath, L., Nielsen, N. (2012) Nuclear Chemistry: Advice, Guidance and Exemplification for National 5 Chemistry
Higham, H., Boath, L. (2012) Health and Disease: Advice, Guidance and Exemplification for National 5 Biology
Higham, H., Boath, L. (2012) Biology: Advice, Guidance and Exemplification for National 5 Biology
Boath, L. (2011) Teaching Dynamics in Revised Higher Physics: resources for learners and teachers. Materials to support teaching within the Revised Higher Physics, with a focus on dynamics.
Boath, L. (2011) Teaching Particle Accelerators in Revised Higher Physics: resources for learners and teachers. Materials to support teaching within the Revised Higher Physics, with a focus on particle accelerators, following a SCIPD visit to CERN, Geneva, funded by Learning and Teaching Scotland.
Participation by invitation in a project funded by ERSC
Boath, L., Jones, N., & Rodrigues, S. (Producer). (2012). Theory and Practice: Teacher Professional: Reflective Practice Parts I and II. Digital or Visual Products, Online: https://www.youtube.com/watch?v=fqoGWvxg8IU and https://www.youtube.com/watch?v=LRLOWMRPgz4
Participation by invitation in series of Learning & Teaching Scotland events: Climate Change as an Interdisciplinary Context for Learning in the Broad General Education (2011)
Participation by invitation in a STEM-ED project: Connecting it up: towards a Route Map for STEM Education in Scotland (2008)
Participation in a joint project of the Association for Science Education in Scotland, Scottish Technology Teachers' Association and Scottish Mathematical Council to identify and promote coherent and progressive pathways to develop key concepts and skills across STEM in education up to age 15.
Participation by invitation in a project led by Her Majesty’s Inspectorate for Education: The Connected Nature of Learning in CfE: exemplar lessons plans integrating science and technologies in Curriculum for Excellence (2007)
Chapters in Books
Yates, C. & Boath, L., (2010) Teaching sound in the Curriculum for Excellence in Interpreting Excellence. Kibble, R (ed.) Association of Science Education, Hatfield, England. ISBN 9780955966514
Peer Review for Journals
Support for Learning (2026)
Scottish Educational Review (2025)
Sustainability (2020) (special issue 'Teaching Sustainable Development Goals in Science Education')
International Journal of Inclusive Education (2020)
International Journal of Student Voice (2017)
Selected Media / Press
Times Educational Supplement (Scotland) (2019) Supported induction: is the fast-track into teaching working? (https://www.tes.com/magazine/article/supported-induction-fast-track-teaching-working)
The Courier (2017) Merged teaching course to see students paid wage while learning (https://www.thecourier.co.uk/fp/news/scotland/507589/merged-teaching-course-to-see-students-paid-wage-while-learning/)
The Herald (2017) Agenda: providing help and support to aspiring teachers (https://www.heraldscotland.com/opinion/15522714.agenda-providing-help-and-support-for-aspiring-teachers/)
Other professional membership
General Teaching Council of Scotland membership 064679 (2005 - present)
