Jo joined the School in 2010 after a number of years teaching English in secondary schools. Currently Deputy Head of School, Jo previously held the roles of Associate Head of School, Director of Initial Teacher Education, Course Leader for the MA in Creativity, Arts, Literacies and Learning, and Course Leader for the Teach First programme.
Jo is particularly interested in how, through the field of Education, we can understand and improve the lives of those who are marginalized or disadvantaged by society Jo has worked on a range of funded research projects and her current work is located in the fields of teacher education and refugee education. Jo's work in the field of refugee education includes a sustained collaboration with Lund University. She has worked on research projects which look at the barriers and opportunities schools face when working to support refugee children in Europe. This has included work with teacher educators in different international contexts to consider issues of global migration and initial teacher education.
Previously she has conducted studies of young people's arts and creative practices in and out of school as well as research on the discourses surrounding schools and the teachers that work in them, the lives of both long-serving and beginner teachers, and approaches to mentoring.
Jo chairs the Russell Group's Initial Teacher Education national network. She sits on the DfE's Initial Teacher Training Advisory Group and is a member of UCET's Executive Committee.
Jo was awarded the Lord Dearing Award for Excellence in Teaching and Learning in 2013.
Jo is on the Editorial Boards of Teaching Education and the International Journal of Mentoring and Coaching in Education.
Jo teaches on a range of postgraduate programmes as well as the BA Education.
Jo's work in the field of refugee education includes a sustained collaboration with Lund University. She has worked on research projects which look at the barriers and opportunities schools face when… read more
MCINTYRE, J., 2018. Restructuring teacher education in the UK: Insights into the future. In: SIMOES, A.R and LOURENCO, M, eds., Teacher Education Policy and Practice in Europe: Challenges and Opportunities for the Future Routledge.
Jo's work in the field of refugee education includes a sustained collaboration with Lund University. She has worked on research projects which look at the barriers and opportunities schools face when working to support refugee children in Europe. This has included work with teacher educators in different international contexts to consider issues of global migration and initial teacher education.
Jo has been working in an advisory capacity with Nottingham's innovative post-16 provision for unaccompanied asylum seekers and refugee children.
Jo is currently completing her book on refugee education based on case studies of best practice in English schools and colleges.
Jo is also engaged with research that focuses on the implications of policy discourses on ITE practices in England and in an international context.
Previously Jo worked on the 'Building a City of Literature' project with Dr Susan Jones. This involved working with creative practitioners and teachers to develop community arts projects in three Nottingham secondary schools. This further developed work that has arisen from our primary research in the Centre for Research in the Arts, Creativity, Literacies and Learning (CRACL). It aimed to maximize the impact of existing resources, promote community engagement and develop local knowledge amongst pupils and teachers. The school-based community arts projects involved researching, reading, performing and writing plays about local communities. This established new ways of developing sustainable partnerships between schools and local cultural organisations, thereby contributing to local knowledge, supporting Nottingham's City of Literature and Cultural Education Partnerships, and deepening all participants' understandings of the processes of learning about and valuing where they live.
RIOT - research into a project which offers opportunities for young people from different backgrounds and communities to work together in a safe space and learn about aspects of their shared heritage in an enjoyable way. Of particular interest is the ways in which creative practitioners engage young people to explore the historical contexts of local narratives and the ways they convey the local impact of national and global issues. The project provides an opportunity to further develop our understanding of the ways in which communities can be a resource for literacy learning, the processes involved in social learning and the opportunities provided for diverse literacy practices. We aim to use the lessons learnt from involvement with the project to explore with future teachers how young people can engage with heritage and to promote a greater understanding of why this should be important to them in their professional practice.
RUMs - Right Up My Street: an investigation into the creative practices and pedagogies of the RUMs project which is run by Broadway Media Centre and funded through Creative England. Its aim is to connect young people with their communities whilst giving them professional skills through creative work. (With Susan Jones)
Reclaiming Literacies - ongoing research into the impact of the prevalent modes of working and pedagogies within secondary English classrooms and the ways in which this is redefining the identity of English as a curriculum area and the identities of subject specialists. This involves case studies of beginning teachers as they navigate the tensions inherent in developing their own emerging identities as beginning teachers of English and the ways in which these may clash with the dominant models and pedagogies within classrooms. (With Susan Jones)
'The English space' - research into the ways in which the establishment of a small group of recent alumni and mentors interested in debating and critically engaging with what English in secondary classrooms could and should be has an impact on the pedagogical approaches and identity development of teachers of English. (With Susan Jones)
Modes of Mentoring and Coaching: an investigation into the nature of mentoring and coaching strategies associated with three national support programmes for teachers of science and mathematics in England (2010-2012) -sponsored by the Gatsby Foundation. (Principal Investigator - Andy Hobson Sheffield Hallam University).