Dr Jane Barnard PGCE, PhD

Lecturer in Education

Dr Jane Barnard is a Programme Leader in the School of Education at the University of Greenwich.

Jane has worked in education for at least 30 years, initially as a Biology teacher, programme leader/developer and also head of department, and lately as researcher and lecturer in education. 

Jane's interests cover a range of educational topics including research methodology, comparative education, work-based learning, and e-learning.

She joined the university in 2015, now leading on EdD and Education PhD programmes and lecturing across undergraduate and postgraduate courses that focus on research methodology and comparative education, as well as supervising MA and EdD degree research projects. 

Posts held previously:

  • 2013-15, Programme Leader, MA Education, University of Greenwich
  • 2006-13, Senior Lecturer, School of Education, University of Greenwich

Responsibilities within the university
  • Leads on EdD and Education PhD programmes
  • Course lecturer on undergraduate and postgraduate programme
  • Supervises MA and EdD degree research projects

Recognition
  • External Examiner: undergraduate work-based learning education degrees, University of Brighton
  • Fellow of the Higher Education Academy

Research / Scholarly interests

Jane's research activity is primarily on e-learning, reflective practice and classroom dynamics. Her particular area of interest is in how teachers and students interact with learning technologies.

Recent publications

Article

Jameson, Jill , Barnard, Jane, Rumyantseva, Nataliya, Essex, Ryan , Gkinopoulos, Theofilos (2022), A systematic scoping review and textual narrative synthesis of trust amongst Staff in Higher Education settings. Taylor & Francis - Routledge. In: , , , . Taylor & Francis - Routledge, Studies in Higher Education, 48 (3) . pp. 424-444 ISSN: 0307-5079 (Print), 1470-174X (Online) (doi: https://doi.org/10.1080/03075079.2022.2145278).

Barnard, Jane , Betteney, Mark, Lambirth, Andrew (2022), Beginner teachers and classroom communities: a thematic analysis of UK beginner teachers' experiences in initial teacher education and beyond. Elsevier. In: , , , . Elsevier, Teaching and Teacher Education, 119: 103871 ISSN: 0742-051X (Print), (doi: https://doi.org/10.1016/j.tate.2022.103871).

Betteney, Mark , Barnard, Jane, Lambirth, Andrew (2018), Mentor, colleague, co-learner and judge: using Bourdieu to evaluate the motivations of mentors of Newly Qualified Teachers. Taylor & Francis. In: , , , . Taylor & Francis, European Journal of Teacher Education, 41 (4) . pp. 433-447 ISSN: 0261-9768 (Print), 1469-5928 (Online) (doi: https://doi.org/10.1080/02619768.2018.1471464).

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