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Fellow Clare Brooks
Fellow

Professor Clare Brooks

Professorial Fellow; Professorial Fellow in Education

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Biography

Clare’s career began as a teacher of geography in East London, and her geographical background continues to influence her research into spatial justice and the role of teacher education. She is particularly interested in how policy in England is influencing access to teacher education for isolated communities, following on from a recent international project on high-quality initial teacher education at scale. She has also worked to redefine quality as a keyword in initial teacher education, and to explore the ways in which teacher education can be described as a signature pedagogy.

Her interest in the quality of teacher education stems from her experience as Pro-Director for Education, at the Institute of Education (IOE) University College London (UCL), as well as her terms there as Head of Department and Head of Initial Teacher Education, and as Director of the research Centre on Teacher and Early Years Education.

Research Interests 

  • Teacher Education
  • Spatial justice

Degrees 

  • PhD, Education, UCL
  • MA in Geography Education, UCL
  • PGCE in Secondary Geography Education, UCL
  • BA in Geography 

Authored work

  • Brooks, C., and J. Perryman (2024) "Teacher recruitment policies: accelerating issues of spatial justice in England." Asia-Pacific Journal of Teacher Education: 1-15.              

     

    Brooks, C. McIntyre, J. and Mutton, T.  (2023) “Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and does it matter?” London Review of Education Special Issue: Rising to the challenge of teacher education to prepare teachers for today’s world. Vol. 21(1). DOI: 10.14324/LRE.21.1.01.

     

    Brooks, C. (2023) Key Words in Teacher Education: Quality. Bloomsbury Publishing.

     

    Hordern, J., and Brooks, C. (2023) “The core content framework and the 'new science' of educational research”. Oxford Review of Education. .

     

    Hordern, J., and Brooks, C. (2023) Towards Instrumental Trainability in England? The ‘Official Pedagogy’ Of The Core Content Framework, British Journal of Educational Studies, DOI: 10.1080/00071005.2023.2255894