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Lucy Cooker

Director of International Teacher Development, Faculty of Social Sciences

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Biography

Dr Lucy Cooker is the Director of International Teacher Development. In this role she has responsibility for the PGCEi, and for other international teacher development programmes. Her research interests are in international schools, international education, learner autonomy, and the use of technology for teaching and learning.

In 2015, Lucy was awarded the Lord Dearing Award for Excellence in Teaching and Learning.

Prior to joining the University of Nottingham in 2012, Lucy worked as a Teaching Fellow at the University of Birmingham, and before that she worked at Kanda University of International Studies, in Chiba, Japan, where she set up an award-winning, state-of-the-art self-access learning centre (The SALC).

Teaching Summary

The majority of Lucy's teaching is on the blended PGCEi and the MA Education (Flexible). She teaches on the PGCEi cohorts in Thailand and Vietnam, and convenes the MA Education module Learning… read more

Research Summary

Lucy is a member of the Centre for International Education Research. Her research interests are in international schools, international education, international teacher identities, and the use of… read more

Selected Publications

The majority of Lucy's teaching is on the blended PGCEi and the MA Education (Flexible). She teaches on the PGCEi cohorts in Thailand and Vietnam, and convenes the MA Education module Learning through an Additional Language. She also supervises dissertations for MA Education (Flexible) students, MA Learning, Technology and Education students, and MA TESOL students.

In addition, Lucy is co-supervising PhD and EdD students on the following topics:

  • The experiences of Chinese students following the International Baccalaureate Diploma Programme in a government school in China - Emily Yumei Chan
  • A pathway to language learning advising through teacher autonomy - Leticia Adelina Ruiz Guerrero
  • Teacher support for learner autonomy - Fatma Basri
  • 'From TA to BA' - Unlocking the importance of the life journeys of non-traditional learners returning to formal education - Susan Lane
  • An investigation into Saudi women's experience of UK Higher Education through a capabilities approach - Lily Rumsey

In 2015, Lucy was awarded the Lord Dearing Award for Excellence in Teaching and Learning.

Current Research

Lucy is a member of the Centre for International Education Research. Her research interests are in international schools, international education, international teacher identities, and the use of technology in teaching and learning. She is also interested in research methodologies, especially qualitative research methods and Q methodology.

Lucy is currently working on a research project funded by the International Baccalaureate Organization:

Impact of the IB Enhanced Primary Years Programme (PYP) (Co-Investigator) with Dr Jane Medwell (PI), Professor David Wray, Dr Rupert Knight and Dr Yvonna Lavis.

In addition, Lucy is collaborating with Dr Lucy Bailey on a project entitled Teacher Identity in International Contexts.

Past Research

The International Baccalaureate Middle Years Programme (MYP) in the United Arab Emirates (Co-Investigator) with Professor Howard Stevenson (PI), Dr Lucy Bailey and Dr Saeeda Shah.

The Impact of the PYP Exhibition on the Development of International Mindedness, Critical Thinking and Attributes of the Learner Profile (Co-Investigator) with Dr Jane Medwell (PI) and Dr Lucy Bailey.

Social and Emotional Wellbeing in IB World Schools (age 3-19) (Principal Investigator) with Professor Howard Stevenson, Professor Stephen Joseph and Dr Lucy Bailey.

'Caring' across the International Baccalaureate Continuum (Co-Investigator) with Professor Howard Stevenson (PI), Professor Stephen Joseph, Dr Lucy Bailey

Technology Integration in the International Baccalaureate Diploma Programme (Co-Investigator) with Professor Charles Crook (PI) and Professor Shaaron Ainsworth.

Future Research

Lucy is interested in supervising PhD students researching international schools, international education, learner autonomy and emotional aspects of distance and online learning.

  • COOKER, L., COTTON, T. and TOFT, H., 2018. Being a Teacher: Teaching and Learning in a Global Context Routledge.
  • BAILEY, L. and COOKER, L., 2018. Who Cares? Pro-social education within the programmes of the International Baccalaureate Journal of Research in International Education. 17(3), 228-239
  • STEVENSON, H., SHAH, S., BAILEY, L., COOKER, L., WINCHIP, E. and KARAK, M., 2017. The International Baccalaureate Middle Years Programme (MYP) in the United Arab Emirates International Baccalaureate Organisation.
  • MEDWELL, J., COOKER, L., BAILEY, L. and WINCHIP, E., 2017. The impact of the PYP exhibition on the development of international mindedness, critical thinking and attributes of the IB learner profile International Baccalaureate Organisation.
  • COOKER, L., BAILEY, L., STEVENSON, H. and JOSEPH, S., 2016. Social and Emotional Wellbeing in IB World Schools (age 3-19) International Baccalaureate Organization.
  • STEVENSON, H., JOSEPH, S., BAILEY, L., COOKER, L., FOX, S. and BOWMAN, A., 2016. ‘Caring’ across the International Baccalaureate Continuum International Baccalaureate Organization.
  • COOKER, L., 2015. Assessment as learner autonomy. In: EVERHARD, C. J. and MURPHY, L., eds., Assessment and autonomy in language learning Palgrave Macmillan. 89-113
  • COOKER, L., CROOK, C. and AINSWORTH, S., 2015. Technology integration in the International Baccalaureate Diploma Programme International Baccalaureate Organization.
  • SPEIGHT, S., LACKOVIC, N. and COOKER, L., 2013. The contested curriculum: academic learning and employability in higher education Tertiary Education and Management. 19(2), 112-126
  • BENSON, P. and COOKER, L., 2013. The Applied Linguistic individual: Gaining perspective.. In: BENSON, P. and COOKER, L., eds., The applied linguistic individual: Sociocultural approaches to identity, agency and autonomy Equinox.
  • BENSON, P. and COOKER, L., 2013. The social and the individual in Applied Linguistics research. In: BENSON, P. and COOKER, L., eds., The applied linguistic individual: Sociocultural approaches to autonomy, agency and identity Equinox.
  • BENSON, P. and COOKER, L., eds., 2013. The applied linguistic individual: Sociocultural approaches to autonomy, agency and identity Equinox.
  • DARASAWANG, P., CHAMOT, A. U. and COOKER, L., 2013. 'The story of a self-access centre: Reflections on challenges and success. In: BARFIELD, A. and DELGADO, N., eds., Autonomy in language learning: Stories of practices IATEFL.
  • SPEIGHT S, LACKOVIC N AND COOKER, L, 2012. Stakeholder attitudes towards employability in a Sino-British university Journal of Teaching and Learning for Graduate Employability. 3(1), 26-49
  • PEMBERTON, R. and COOKER, L., 2012. Self-directed learning: Concepts, practice and a novel research methodology. In: MERCER, S., RYAN, S. and WILLIAMS, M., eds., Psychology for language learning: Insights from research, theory & practice. Palgrave Macmillan.
  • COOKER, L. and NIX, M, 2011. On Q: An appropriate methodology for researching autonomy? Part 2. Learning Learning. 18(1), 31-38
  • COOKER, L. and PEMBERTON, R., 2010. Self-access language learning in museums: A materials development project Studies in Self-Access Learning Journal. 1(2), 87-99
  • COOKER, L., 2010. Some self-access principles Studies in Self-Access Learning Journal. 1(1), 5-9
  • COOKER, L. and NIX, M., 2010. On Q: An appropriate methodology for researching autonomy? Part 1 Learning Learning. 17(2), 24-30
  • SEKIYA, Y., MYNARD, J. and COOKER, L., 2010. 学習者の自律を支援するセルフアクセス学習 [Self-access learning which supports learner autonomy]. In: KOJIMA, H., OZEKI, N. and HIROMORI, T., eds., 英語教育学大系」全13巻中の第6巻「成長する英語学習者―学習者要因と自律学習」大修館書店 [A Series of Studies on English Education: Vol. 6. Developing English learners: Learner factors & autonomous learning] Taishukan-shoten. 191-210
  • COOKER, L., 2008. Self-access materials. In: TOMLINSON, B, ed., English language learning materials: A critical review Continuum. 110-132

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