Dr Ann J Rae
Senior Lecturer in Primary Education
Moray House School of Education and Sport, Charteris Land 2.10
- University of Edinburgh (Holyrood Campus)
- Post code
- EH8 8AQ
As a primary teacher, I taught in mainstream classrooms for a number of years before focussing on teaching children with additional support for learning needs. My professional and academic curiosities prompted a move to Higher Education due to my interests in investigating professional practices from theoretical perspectives. I am now a teacher educator keen to, specifically, develop better understandings of women as learners in educational and professional settings. My teaching and research interests are situated, broadly, in the areas of qualitative research, professional practices and teachers as learners.
- PhD (University of Edinburgh)
- MSc (Education by Research) University of Edinburgh
- B.Ed (Hons) University of Edinburgh
Responsibilities & affiliations
- British Educational Research Association
- International Professional Development Association
- Gender and Education Association
I regularly review for the Professional Development in Education journal
- Course organiser for MSc Education (All pathways) Dissertation
- Course organiser for MSc Education (Research) Dissertation
Open to PhD supervision enquiries?
Areas of interest for supervision
I offer supervision in the areas of teachers’ professional learning, teachers as learners and teacher professionalism.
I especially welcome enquiries about supervision focussed on women as teachers or learners.
Current PhD students supervised
- Laura Mitchell - working title - Exploring teachers' understanding of social justice, in Scotland
- Ammar Tekin - working title - A narrative study into the identies of Turkish teachers of English
I am interested in theorising understandings of teachers as learners. My research has focused on analysis of the largely unexamined influence of early gendered learning experiences and the role of early schooling in shaping women Primary teachers' later understandings of themselves as learners, and the ways such experiences then influences mediation of local and national professional learning policies.
How can Initial Teacher Education tackle super-wicked problems?
Scottish Educational Review, vol. 51, pp. 17-29
Research output: Contribution to Journal › Article (Published)
Initial Teacher Education in Scotland
Research output: › Chapter (Published)