University of Hertfordshire

Dr Elizabeth White

Elizabeth White

Dr Elizabeth White

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


I currently Lead Pedagogic Research and Development and the School Direct Secondary Salaried Pathway in the School of Education. My research is about teacher educators who are based in their work-place, alongside their learners: the pedagogical choices that they make; their professional development needs; and how they can be nurtured in a professional learning community to support their emerging identity. This research has surfaced the need of school-based teacher educators for professional learning resources, leading to the publication of School-based Teacher Training: A handbook for teachers and mentors (White and Jarvis, 2013). Collaboration with academics from the UK and The Netherlands, has resulted in a further book: Developing Outstanding Practice in School-based Teacher Education (Jones and White 2015).  My research has also included self-studies of experiences as a teacher educator developing my professional identity and developing research-rich pedagogical practice.


For Learning in Teacher Education (FLiTE)

As a result of an international research project, Dr Miranda Timmermans (Avans University of Applied Sciences and Chair of VELON, the Dutch Association of Teacher Educators) and myself have responded to the perceived need for professional learning resources for teacher educators. 

FLiTE is a platform where those involved in initial teacher education can find resources and inspiration to develop their practice. It is designed by teacher educators, for teacher educators to:

  • inspire critical reflection on school-based practice in teacher education
  • deepen the professional learning and development of teacher educators
  • develop collaborative working in initial teacher education partnerships
  • enhance the quality of learning opportunities for student teachers


Primary teachers who are subject leaders for science are another group of school-based teacher educators that have been a focus for my research, considering how they develop in their role and attitudes that they and their pupils have towards primary science.  Findings of the research carried out as an extension of the evaluation of the Primary Science Quality Mark Programme 2013-15 provide principles of good science learning, teaching and leading in primary schools that involve children, parents, teachers, governors, science leaders and the senior leadership team. They also provide suggestions for schools, and those working with them, to develop primary science learning, teaching and leadership. These findings have been illustrated in the research-rich visual resource below.


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