Kelly Dockerty

Dr Kelly Dockerty

Senior Lecturer in Education and Registered Scientist (RSci)

Faculty and Department

  • Faculty of Arts Cultures and Education
  • School of Education

Qualifications

  • BSc (Northumbria University)
  • PGCert (University of Leeds)
  • PGCert (University of Hull)
  • MEd (University of Hull)
  • EdD (University of Sheffield)

Summary

Kelly is a Senior Lecturer in education with a background in science education and primary teaching.

She is an active researcher who established the Conversation Interfaces Personalising Learning in Initial Teacher Training Project (CIPLiITT). These interfaces enable students to engage in professional dialogue about key educational topics where they can share known knowledge, enhance emergent knowledge and co-construct new knowledge.

Kelly's research interests include teachers' professional lives and identity formation, STEM education, and policy analysis. She has expertise in narrative approaches to research using Life-History Interviewing as a method, and Cultural Historical Activity Theory (CHAT) for analysing narrative data.

She is a Registered Scientist with the Association of Science Education and a Senior Fellow of the Higher Education Academy.

Recent outputs

View more outputs

Journal Article

Training teachers during the COVID-19 pandemic: using live video for observation of practicum

Dockerty, K. (2022). Training teachers during the COVID-19 pandemic: using live video for observation of practicum. Research on Education and Media, 14(2), 15-21. https://doi.org/10.2478/rem-2022-0017

Cross-curricular real-world sustainable dilemmas

Dockerty, K., & Gleisinger, J. (2022). Cross-curricular real-world sustainable dilemmas. Primary Geography, 34-35

Using video as a form of artistic communication: preparing for undergraduate assessment in Initial Teacher Education (ITE)

Dockerty, K. (2021). Using video as a form of artistic communication: preparing for undergraduate assessment in Initial Teacher Education (ITE). Research on Education and Media, 12(1), 22-33. https://doi.org/10.2478/rem-2020-0004

Developing pre-service teacher knowledge using online forums: supporting confident and competent teaching practices

Dockerty, K. (2019). Developing pre-service teacher knowledge using online forums: supporting confident and competent teaching practices. Journal of education for teaching : JET, 45(4), 402-416. https://doi.org/10.1080/02607476.2019.1639260

STEMing the growth of primary science

Dockerty, K. (2015). STEMing the growth of primary science. Primary science review : the primary science journal of the ASE, 11-13

Lead investigator

Project

Funder

Grant

Started

Status

Project

1-2-1 Academically asymmetrical paired mentoring: Improving GCSE science attainment amongst disadvantaged students

Funder

Education Endowment Foundation

Grant

£121,920.00

Started

1 January 2021

Status

Complete

Co-investigator

Project

Funder

Grant

Started

Status

Project

ASCENTS 1-2-1

Funder

Education Endowment Foundation

Grant

£75,163.00

Started

1 January 2023

Status

Ongoing

Project

ECPE PPF: Engaging young people in the circular plastics economy

Funder

EPSRC Engineering & Physical Sciences Research Council

Grant

£48,200.00

Started

1 October 2019

Status

Complete

Postgraduate supervision

Kelly welcomes supervision in areas including teachers' professional lives and identity, education policy and practice, science and outdoor learning, and STEM education.

Journal peer reviewer

Research on Education and Media

2023

Membership/Fellowship of professional body

Senior Fellow of the Higher Education Academy

2019

Qualified Teacher Status (QTS)

2003

National/International learned society/body role

Registered Scientist (RSci)

2012

Recognition from the Association of Science Education (ASE)

Scholarship role

Inspired by Hull Award

2023

I was honoured to receive the award - Most Outstanding Contribution to Developing the Scholarship of Learning and Teaching

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