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Having spent a varied career across a range of educational roles and contexts, I have recently completed a DPhil in Education at the University of Oxford.

My doctoral research examined both “the being” and “the doing” of teacher mentoring through the lenses of competency, self-efficacy, and personal lived experience. To explore these conceptual, empirical, and experiential dimensions, a multiple and mixed-methods research design was employed.

I work from a pragmatist–critical realist perspective, integrating explanatory depth with mixed-methods, action-oriented educational research. My research interests include how self-beliefs, such as self-efficacy, shape human identity and behaviour; the process of becoming and the role (teacher) mentors play in this process; and social learning, including how deeper underlying mechanisms may serve to either replicate existing social structures or catalyse change.
Visit my ORCID and LinkedIn for more information.