Dr Phil Wood

Reader in Education Dr Phil Wood is an educational researcher with a background in Geography and Education and a commitment to interdisciplinary teaching. He is currently a Reader in Education at Bishop Grosseteste University, Lincoln, having previously been an Associate Professor at University of Leicester (2006-2018). Before beginning his career in higher education, Phil was a Geography and Advanced Skills Teacher at two schools in Lincolnshire. Phil’s research is centred on understanding the nature of change in education. This involves a number of interests including work on practice and change through the use of lesson study as a basis for change in pedagogic practice, use of dialogue as a basis for pedagogic and organisational change, and consideration of organisations as drivers of change. More recently, he has developed an interest in change and time, researching life histories of older teachers, the temporal complexities of workload, the writing experiences of doctoral students and the possibilities and problems of the slow movement in education.

Edirisingha, P. & Wood, P. (2018) ‘From Evaluation to Sensemaking: Emergent Development of a Master's Distance Learning Research Methods Module.’ European Journal of Open, Distance and E-Learning. Wood, P. (2017) ‘From Teaching Excellence to Emergent Pedagogies: A Complex Process Alternative to Understanding the Role of Teaching in Higher Education.’ In A. French and M. O’Leary (eds.), Teaching Excellence in Higher Education: Challenges, Changes and the Teaching Excellence Framework. Bingley: Emerald Publishing Ltd. Wood, P. (2017). Holiploigy – Navigating the complexity of teaching in Higher Education. Journal of Learning Development in Higher Education, 11. Wood, P. (2017) ‘Overcoming the problem of embedding change in educational organizations: A perspective from Normalization Process Theory.’ Management in Education, 31(1), 33-38. Wood, P. & Cajkler, W. (2017) ‘Lesson Study: a Collaborative Approach to Scholarship for Teaching and Learning in Higher Education. Journal of Further and Higher Education. O’Leary, M. & Wood, P. (2017) ‘The failings of marketised measurement in capturing the complexity of teaching and learning: the case of lesson observation in the English Further Education sector.’ Professional Development in Education, 43(4), 573-591. Wood, P. & Smith, J. (2016) Educational Research: Taking the Plunge. Carmarthen: Independent Thinking Press. Wood, P. & Cajkler, W. (2016) ‘A participatory approach to Lesson Study in higher education’ International Journal for Lesson and Learning Studies, 5(1), 4-18. Wood, P. (2016) ‘Lesson Study. An opportunity for considering the role of observation in practice development. ‘ in M. O’Leary (ed.) Reclaiming Observation. Abingdon: Routledge. Cajkler, W. & Wood, P. (2016) ‘Lesson Study and Pedagogic Literacy in Initial Teacher Education: Challenging Reductive Models.’ British Journal of Educational Studies, 64 (4), 503-521. Cajkler, W., & Wood, P. (2016). Adapting ‘lesson study’ to investigate classroom pedagogy in initial teacher education: what student-teachers think. Cambridge Journal of Education, 46(1), 1-18. Wood, P. & Butt, G. (2014)Exploring the use of complexity theory and action research as frameworks for curriculum change.’ Journal of Curriculum Studies, 46(5), 676-696. Wood, P. (2014) ‘Teacher Professionalism: subverting the Society of Control.’ Forum: for promoting 3-19 comprehensive education. 56(2), 223-234. Stevenson, H. & Wood, P. (2013) ‘Markets, managerialism and teachers’ work: the invisible hand of high stakes testing in England.’ The International Education Journal: Comparative Perspectives, 12(1), 42–61. Wood, P. (2012) ‘Blogs as liminal space: student teachers at the threshold.’ Technology, Pedagogy and Education, 21(1), 85-99. Renshaw, S. & Wood, P. (2011) ‘Holistic Understanding in Geography Education (HUGE) – an alternative approach to curriculum development and learning at Key Stage 3’, Curriculum Journal, 22(3), 365-379. Wilkins, C. & Wood, P. (2009) ‘ITE in the Panopticon’, Journal of Education for Teaching: International research and pedagogy, 35(3), 283-297.

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