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Carmen Mohamed

Assistant Professor in Primary and Early Years Education, Faculty of Social Sciences

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Biography

Carmen taught in East London Primary and Infant schools, class teaching from reception to year six in both mainstream and special education. She also spent some time working with refugees and asylum seekers as a language support teacher, and as an MLD outreach support teacher. She later became Lead primary consultant with responsibility for the Foundation Stage with Leicestershire Local Authority. Here she managed a team of advisory teachers and was responsible for the development of quality within school and pre-school settings across the County.

In 2006 Carmen took up a post as a Lecturer in Education at the University of Leicester teaching on undergraduate, post graduate and primary PGCE courses. She has been a Fellow of the Higher Education Academy since 2007. She acted as an external examiner at the University of Cumbria 3 year Early Years QTS programme.

Expertise Summary

Carmen has expertise in primary teaching and the Early Years Foundation Stage. She developed the Early Years and the Social Justice strands of the PGCE programme at Leicester University, before joining the primary team at the University of Nottingham in April 2014.

Carmen has been a Key note speaker at both NAEIAC (2004) Every Child Really Matters; 'Developing anti-discriminatory education: the impact of specialist training on practitioners and pupils, and TACTYC (2006): Birth to Eight Matters: Reading Between the Lines; 'Linking up the Learning: Developing readers not reading' . Carmen has also written practitioner guidance for the Foundation Stage; Mohamed C. & Lissaman S. (2009) Valuing Quality in the Early Years: Improving the Quality of Provision in All Early Years Settings London: A. & C. Black Publishers

Carmen's interests focus on early childhood education and primary teaching strategies. Carmen is also interested in issues such as anti-discrimination, inclusion and diversity and ensuring children's rights within primary school contexts.

Teaching Summary

Carmen teaches pedagogical approaches to all aspects of the primary curriculum and the teachers role. Her main focus is on modules including diversity, sociology, politics and philosophy of education… read more

Research Summary

Comprehension Development in primary schools. A local partnership project

Write your future: developing mark making and letter formation. A Newell funded small scale project

Reflecting on an era of reform: older teachers' insights on school sector restructuring and teachers' work. Jointly funded by the University of Nottingham and the University of Leicester

The shaping of socially responsible teachers. A case study comparison of the impact of ITE routes on student teacher's social empathy

Articulating reflection on action with beginner teachers through their year long journey

Selected Publications

  • WILKINS, C., BUSHER, H., MOHAMED, C., SMITH, J. and KAKOS, M., 2012. Crossing borders: new teachers co-constructing professional identity in performative times Professional Development in Education. 38(1), 65-77
  • MOHAMED, C., 2011. I listen and I believe, I see and I understand, I do......whatever they want me to; A Collective Reflection Approach to Understanding Learning through Play and Exploration. Education 3-13. 39(5), 517-528
  • BATCHELOR, E. and MOHAMED, C., 2008. The process of changing identity: Pit Stops and Magic Moments of New Teacher Educators. In: 4th annual ESCalate ITE Conference proceedings. 204-211
  • MOHAMED, C., 2006. Developing anti-discriminatory education: the impact of specialist training on practitioners and pupils. Education 3-13. 34(2), 143-151

Carmen teaches pedagogical approaches to all aspects of the primary curriculum and the teachers role. Her main focus is on modules including diversity, sociology, politics and philosophy of education and 'pedagogical approaches to teaching and learning'.

Carmen teaches on the International PGCE (PGCEi) and supervises PhD, Ed D and Masters dissertations. She is course coordinator for the PGCEi in Prague and the Masters in Early Childhood Development.

Past Research

'Effective Early Learning Project' in 1997 which led to researching the impact of training Early Years' practitioners in anti-bias education.

A collaborative project with Exeter University and Youth Music. 'Adult Involvement in the Musical Play of Children' (2007-2009). This project was exploring the musicality of children from birth to five within Children's Centres.

The transition of trainee teachers, 'new teachers and the co-construction of professional identity in schools' (2010-11).

Carmen completed her PhD investigating the 'Shaping of Socially Responsible Teachers' in 2014.

Carmen's Research Interests focus on social justice in early childhood education and primary teaching strategies. Carmen is also interested in issues such as anti-discrimination, inclusion and diversity and ensuring children's rights within primary school contexts.

  • CARMEN MOHAMED, 2018. Constructing future communities around collective social responsibility. In: SYKES, G. and TESZENYI, E., eds., Young Children and their Communities:: Understanding Collective Social Responsibility. 1. Taylor & Francis.
  • MOHAMED, C., 2017. Shaping Socially Responsible Teachers Education 3-13.
  • MOHAMED C, 2014. Closing the gap: Teachers as conscious instruments of social justice Race Equality Teaching. 33(1), 2
  • WILKINS, C., BUSHER, H., MOHAMED, C., SMITH, J. and KAKOS, M., 2012. Crossing borders: new teachers co-constructing professional identity in performative times Professional Development in Education. 38(1), 65-77
  • MOHAMED, C., 2011. I listen and I believe, I see and I understand, I do......whatever they want me to; A Collective Reflection Approach to Understanding Learning through Play and Exploration. Education 3-13. 39(5), 517-528
  • BATCHELOR, E. and MOHAMED, C., 2008. The process of changing identity: Pit Stops and Magic Moments of New Teacher Educators. In: 4th annual ESCalate ITE Conference proceedings. 204-211
  • MOHAMED, C., 2006. Developing anti-discriminatory education: the impact of specialist training on practitioners and pupils. Education 3-13. 34(2), 143-151

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