Kim Harris

Senior Lecturer in Primary Education and PGCE Later Years Cohort Leader

Primary Education

Contact Details

email: k.harris@worc.ac.uk
tel: 01905 855042

Before her appointment at the University of Worcester in 2010 Kim worked as a successful KS1 and KS2 primary teacher in Berkshire and Cumbria at a range of different primary school schools both rural and urban. Her responsibilities included mathematics co-ordinator, history co-ordinator and music specialist. In 2002 she became a Senior Lecturer at the University of Cumbria and contributed to the Primary undergraduate and postgraduate degrees as a music specialist. In addition she developed the 3 Yr BA QTS Music Specialism which prepared students to become music subject leaders. Kim also taught and was a mentor on the Masters in Teaching and Learning (MTL) programme and held the post of Y3 cohort leader for 4 years supporting final placement student teachers up to their first appointment. During her time at the University of Cumbria she was awarded a BERA Research Award for her work on the ‘Becoming at Teacher Educator: guidelines for induction’, a research project funded and published by the Higher Education Academy (Subject Centre for Education, ESCalate). She continues to provide support for new teacher educators at seminars around the country through the Teacher Education Advancement Network (TEAN).

Since joining the University of Worcester in 2010 Kim held the role of Graduate Teacher Programme (GTP) Course Leader managing a cohort of GTP trainee for 2 years. Her teaching responsibilities include teaching pedagogy and management on the PGCE Primary degree and teaching postgraduate and undergraduate primary mathematics and music modules.

Qualifications

MA in Education (Lancaster University)
BEd (Hons)Primary Education and Music (Reading University)
PGCE in Teaching and Learning in Higher Education (University of Cumbria)

Teaching & Research

Teaching Interests

Mathematics
Music
Professional studies
Academic writing

Research Interests

Professional development of teacher educators
Mathematics education
Music education
The developing the subject knowledge of Employment based (EBITT) trainees.

Professional Bodies

Fellow of the Higher Education Academy

Publications

Harris, K. and Lowe, S. (2018) Short, Medium and Long term planning in Cooper, H. and Elton-Chalcraft, S. (ed.) Professional Studies in Primary Education. London: Sage Publications.

Harris, K. and Lowe, S. (2018) Assessment in Cooper, H. and Elton-Chalcraft, S. (ed.) Professional Studies in Primary Education. London: Sage Publications.

Harris, K. and Lowe, S. (2014) Monitoring, Assessment and Record keeping in Cooper, H. (ed.) Professional Studies in Primary Education 2nd ed . Sage Publications.

Lowe, S. and Harris, K. (2014) Short, Medium and Long term planning in Cooper, H. (ed.) Professional Studies in Primary Education 2nd ed. Sage Publications.

Boyd, P., Harris, K. and Murray, J. (2011) Becoming a Teacher Educator: guidelines for induction ESCalate, Higher Education Academy: Bristol

Lowe, S. and Harris, K. (2011) Planning, Monitoring, Assessment and Recording in Cooper, H. (ed.) Professional Studies in Primary Education. Sage Publications.

Boyd, P. and Harris, K. (2010) Becoming a university lecturer in teacher education: expert school teachers reconstructing their pedagogy and identity in Bates, T. Swennen, A and Jones, K (ed.) The Professional Development of Teacher Educators. Routledge

Boyd, P. & Harris, K. (2010) Becoming a university lecturer in teacher education: Expert school teachers reconstructing their pedagogy and identity. Professional Development in Education, 36 (1-2), 9-24.

Boyd, P., Harris, K. & Murray, J. (2007) Becoming a Teacher Educator: Guidelines for the induction of newly appointed lecturers in Initial Teacher Education. ESCalate, Higher Education Academy: Bristol. Available at http://escalate.ac.uk/3662 [Accessed June 2009].