University of Hertfordshire

Dr Bushra Connors

Bushra Connors

Dr Bushra Connors

Postal address:
University of Hertfordshire, Hatfield, Hertfordshire
United Kingdom

Overview

Bushra Sharar, is the pen -name of Bushra Connors, who joined the School of Education at the University of Hertfordshire as a senior lecturer in September 2005. She has just completed her term as an external examiner on the masters in professional learning at Canterbury Christchurch University.

Bushra earned her PhD at the institute of Education in 2015, her MA in Education at the Open University in 2005, her Post Graduate Certificate in Education at Didsbury College Manchester in 1979 and her BSc in Physics at Manchester University in 1976. Prior to her appointment at the University of Hertfordshire she worked at the Open University and before that as a physics teacher in Manchester, East London and Milton Keynes.

Born in Pakistan, daughter of parents from Aligarh in Utter Pradesh, India, Bushra grew up in Sudan and completed her studies in England. She brings her experiences of learning and culture across three continents to her main research interest which is pedagogy in all the forms it can take. From a realist and emancipatory philosophical perspective, her current work takes a critical realist position. She has conducted case study research into the pre-school experiences within families in England; teachers’ perspectives on bilingualism in secondary school; the use of Augusto Boal’s drama techniques and the use of narrative techniques in the development of novice science teachers.

Bushra has just completed a book on Emergent Pedagogy in Higher Education in England (due for publication in early 2016) which involves a consideration of structure/agency interactions in the lives of University lecturers in England as they struggle to develop pedagogical approaches that develop their students’ learning against the backdrop of current drives to marketization and performativity regimes in the higher education sector.

Currently Bushra is involved with research into pedagogical issues arising in the use of computational methods in teaching undergraduate Physics. This involves an application of Critical Realist principles in the analysis of the various processes and mechanism involved in students' development of various concepts as they study space dynamics. This work is growing into a collaborative project with six other universities in the UK.

View graph of relations

View all (5) »

ID: 9633