Jo is Associate Head of School (Teacher Education and Collaborative Partnerships).
As Associate Professor in English Education, Jo has taught on a range of ITE and Masters programmes. She also supervises a number of doctoral students. Jo is also course leader on the MA CALL (Creativities, Arts, Literacies and Learning). Previously, as a teacher of English, a head of department and an Advanced Skills Teacher (AST) she developed a strong philosophy about the importance of English to students as a means of personal expression, developing cultural values, critical enquiry and fostering creativity. This has led to an interest in research which focuses on narrative and on creativity. Jo has worked on a range of funded research projects and is particularly interested in 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. Currently, Jo is working on a range of projects exploring the experiences of young asylum seekers and refugee new arrivals.
Jo is on the Editorial Board of the International Journal of Mentoring and Coaching in Education and is a Book Review Editor for Literacy, the journal of the United Kingdom Literacy Association. She is a member of the ITE committee for the National Association for the Teaching of English.
Jo is a member of the ITE English team within the School.
Jo teaches on the MA Creativity, Arts, Literacies and Learning
Jo's research is qualitative; she has expertise in case study approaches, narrative interviews and discourse analysis.
New arrivals: Young Asylum Seekers and Refugees
With Professor Chris Hall, Jo is exploring the opportunities and barriers to education for newly arrived secondary and post 16 aged asylum seekers and refugees within the city.
Jo is also working on a comparative research project on refugee education with researchers from the University of Lund in Sweden (with Sinikka Neuhaus, Lund University).
Jo is also tracking the experiences of young refugee and newly arrived teenagers engaged in a creative projects with local creative practitioners within the city as they prepare to contribute a piece for the Journeys to Justice Project (with Ruth Brittle, School of Law) and on an Act4Change project at Lakeside Arts.
Jo is also engaged with research that focuses on the implications of policy discourses on ITE practices in England and in an international context.
Jo is also working on the 'Building a City of Literature' project with Dr Susan Jones. This involves working with creative practitioners and teachers to develop community arts projects in three Nottingham secondary schools. This will further develop work that has arisen from our primary research in the Centre for Research in the Arts, Creativity, Literacies and Learning (CRACL). It will maximise the impact of existing resources, promote community engagement and develop local knowledge amongst pupils and teachers. The school-based community arts projects will involve researching, reading, performing and writing plays about local communities. They will pilot 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.
JOANNA MCINTYRE and SUSAN JONES, 2017. Connecting community through film in ITE English. In: DAVID STEVENS and KAREN LOCKNEY, eds., Students, Places, and Identities in the Arts Routledge.
MCINTYRE, J. and THOMSON, P., 2015. Poverty, Schooling, and Beginning Teachers Who Make a Difference: A Case Study From England. In: J. LAMPERT and B. BURNETT, eds., Teacher education for high-poverty schools 2. New York: Springer.. 153-170
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).