Dr Mark Betteney BA Hons, PGCE, PGCLTHE, MA, EdD

Associate Professor

Dr Mark Betteney lectures on a number of undergraduate and postgraduate primary and secondary education courses and supervises students at doctoral level.

Mark joined the university in 2010 as Lead for Primary Education (Qualified Teacher Status) and involved in all aspects of the programme including validation and recruitment, student progression and programme evaluation.

Before joining the university, Mark was a senior lecturer at London Metropolitan University, teaching exclusively on post-graduate courses including PGCE, MA and EdD.

Mark is an experienced Primary school teacher, having taught in North West Kent and South East London for over 15 years. The majority of his early teaching career was spent in Key Stage 1 (KS1) and he was a KS1 SATS coordinator for a number of years. The last five years of his career as Primary school teacher was in KS2, with particular emphasis on teaching and resourcing literacy and music.

Mark's teaching interests include education, inclusion, music, language and literacy, and student progression. He holds accreditation as a Senior Fellow of the Higher Education Academy (HEA).

Posts held previously:

  • 2015-2019, Deputy Head of the School of Education
  • 2010-2015, Programme Lead, BA Primary Education, University of Greenwich
  • 2005-2010, Senior Lecturer, Primary Education, London Metropolitan University
  • 2002-2005, Stillness Junior School. Bickley, London
  • 1989-2002, Knockhall County Primary School, Greenhithe, Kent

Teacher training

Responsibilities within the university
  • Associate Professor
  • Lecturer on undergraduate and postgraduate courses across the School of Education
  • Doctoral supervision and assessment

Recognition
  • Senior Fellow of the HEA
  • External validation panels: South Bank University, Anglia Ruskin University, Kingston University, University of East London
  • Member of United Kingdom Literacy Association

Research / Scholarly interests

Mark's research interests focus on the relationship between music and early reading acquisition; student progression; and Newly Qualified Teacher progression.

Key funded projects

  • REF internally funded, University of Greenwich: A Year in Transition: Exploring NQTs' move from pre-school training into employment.

Recent publications

Article

Magaji, A. , Ade-Ojo, G., Betteney, M. (2018), Towards a pedagogy of science teaching: An exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school. Taylor and Francis. In: , , , . Taylor and Francis, International Journal of Science Education, 40 (9) . pp. 1076-1093 ISSN: 0950-0693 (Print), 1464-5289 (Online) (doi: https://doi.org/10.1080/09500693.2018.1473658).

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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