University of Hertfordshire

Dr Elizabeth White

Elizabeth White

Dr Elizabeth White

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


I lead mentor development and research in teacher education in the School of Education and coordinate researcher development across the university. My research is about teacher educators working in school-university partnerships and the learning that they lead in the work-place and beyond. I am interested in 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 a need for professional learning resources for school-based teacher educators and those working with them, 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 two books: Developing Outstanding Practice in School-based Teacher Education (Jones and White 2015), and Being a Teacher Educator: Research-Informed Methods for Improving Practice (Swennen and White 2020).  My research includes self-studies of experiences as a teacher educator developing my professional identity and developing research-rich pedagogical practice, evaluation of professional development for primary science subject leaders and international collaborative projects on the professional development of teacher educators.


 For Learning in Teacher Education (FLiTE)

Resulting from an international research project with Dr Miranda Timmermans (Avans University of Applied Sciences and Chair of VELON, the Dutch Association of Teacher Educators), we 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.