School of Education

Associate Professor Lindsay Hetherington

Associate Professor Lindsay Hetherington

Associate Professor in Science Education / Deputy Head of School

 L.Hetherington@exeter.ac.uk

 4826

 +44 (0) 1392 724826

 Baring Court BC117

 

Baring Court, University of Exeter St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Overview

I am an educational researcher and educator who believes that using research to understand education is essential to improving the educational experiences of learners and teachers. A key focus of my research is in science education, where I am particularly interested in the role of the material, natural and embodied world in teaching and learning, particularly with reference to sustainability education and science education. I explore this in the context of science and interdisciplinary learning in formal and informal settings and across age groups and have developed a theoretical position, ‘material-dialogic’ which I am now researching in practice. I use mixed methods in my research, drawing on socio-material/complexity theoretical perspectives to understand the science classroom as a dynamic, relational system. Alongside science education, I have an interest in teacher professional learning and am collaborating on projects exploring international perspectives on teacher retention.

My current leadership roles include Deputy Head of the School of Education, and co-leadership of the Centre for Research in STEM Education (CRISTEME). If you are interesting in participating in any CRISTEME sessions or activity, please email me. 

I have taught extensively, within school and University settings. Primarily, my teaching at the University of Exeter is in Initial Teacher Education, where I was Head of Initial Teacher Education until August 2023, having previously led the Secondary PGCE Programme and the Science teaching within the Secondary PGCE, School Direct and Teach First programmes. I supervise PGR students for both PhD and EdD programmes and teach on MA Education modules.

I am not currently available for supervision of new PGR students. I will have space for new PGR students from September 2024. 

Qualifications

PhD Education, Exeter University, 2012.

M.Sc Educational Research, Exeter University; Distinction. 2007.

PGCE Secondary Science (Chemistry), Cambridge University. 2002.

MA, M.Sci Natural Sciences, Cambridge University. 2000.

Career

2020 - Present. Associate Professor of Science Education, Exeter University.

2016 - 2020. Senior Lecturer in Science Education, Exeter University.

2011 - 2016. Lecturer in Science Education, Exeter University.

2006 - 2011. Ted Wragg Teacher Education Research Fellow, Exeter University.

2002-2006. Teacher of Science, Head of Chemistry, Deputy Head of Year 7 at Chew Valley School, Bristol.

2002. Explainer, @-Bristol, Anchor Road, Bristol.

Links

Research group links

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Research

Research interests

I am an educational researcher and teacher who believes that using research to understand education is essential to improving the educational experiences of learners and teachers. A key focus of my research is in science education, where I am particularly interested in the role of the material, natural and embodied world in teaching and learning, particularly with reference to environmental education and creativity in science. I explore this in the context of science and interdisciplinary learning in formal and informal settings and across age groups and have developed a theoretical position, ‘material-dialogic’ which I am now researching in practice. I use mixed methods in my research, drawing on socio-material/complexity theoretical perspectives to understand the science classroom as a dynamic, relational system. Alongside science education, I am interested in teacher professional learning and am currently collaborating on a project exploring the hidden intellectual work of teacher educators during a period of significant policy change. My interest here is in the material-dialogic meaning-making of teacher educators working in a complex policy ecosystem. 

Research grants

  • 2022 Horizon 2020
    HORIZON-WIDERA-2021-ERA-01-70: Developing a STE(A)M roadmap for Science Education in Horizon Europe
  • 2018 Erasmus Plus
    OCEANS: Developing Ocean Literacy through Creative, Digital Pedagogies. EU Erasmus+ KA2 Schools Innovation
  • 2018 Erasmus Plus
    SciCulture: Interdisciplinary Learning in HE through creative pedagogies and design thinking.
  • 2016 European Union
    PROTeach
  • 2013 European Union
    The overall aim of the RETAIN Project is to create and develop an inclusive and creative school environment. An important precondition for this to happen, and thereby ensuring that the children and young people obtain the relevant key competences that are needed for them to thrive in today’s society, is the presence of highly qualified teachers and school managers.
  • 2009 European Union
    In this research project, we aim to understand how countries in both Europe and partner countries are addressing the issue of cultural and gender diversity in science education in regard to engaging young people in science education and we also aim to offer ways to help address this issue more effectively. We wish therefore both to understand the relationship between science education and culture and also to provide guidelines and programmes for effective intervention to improve the take up of science education where there is a problem.
  • 0 ESRC Impact Acceleration Award
    Science/Arts Creative Pedagogy Resource Development

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Publications

Journal articles

Postlethwaite KC, Morgan A, Skinner N, Hetherington L, Mansour N, Wegerif R (In Press). Diversity in Science Education: integrating pupil characteristics, theoretical models and practical interventions in UK primary and secondary classrooms.
Chappell K, Hetherington L (2024). Creative pedagogies in digital STEAM practices: natural, technological and cultural entanglements for powerful learning and activism. Cultural Studies of Science Education, 19(1), 77-116. Abstract.
Hetherington L (2024). Material-dialogic space as a framework for understanding material and embodied interaction science education. Research in Science and Technological Education, 42(1), 202-218. Abstract.
Chappell KA, Hetherington L, Ruck Keene H, Wren H, Alexopoulos A, Ben-Horin O, Nikolopoulos K, Robberstad J, Sotiriou S, Bogner F, et al (2019). Dialogue and materiality/embodiment in science|arts creative pedagogy: their role and manifestation. Thinking Skills and Creativity, 31, 296-322. Abstract.  Full text.
Hetherington L, Chappell K, Keene HR, Wren H, Cukurova M, Hathaway C, Sotiriou S, Bogner F (2019). International educators’ perspectives on the purpose of science education and the relationship between school science and creativity. Research in Science & Technological Education, 38(1), 19-41.
Hetherington L, Hardman M, Noakes J, Wegerif R (2019). Making the case for a material-dialogic approach to science education. Studies in Science Education, 54(2), 141-176.
Hetherington L, Wegerif R (2018). Developing a material-dialogic approach to pedagogy to guide science teacher education. Journal of Education for Teaching, 44(1), 27-43. Abstract.
Mansour N, Wegerif R, Skinner N, Postlethwaite K, Hetherington L (2016). Investigating and Promoting Trainee Science Teachers’ Conceptual Change of the Nature of Science with Digital Dialogue Games ‘InterLoc’. Research in Science Education, 46(5), 667-684.
Hetherington L (2014). Enmeshing Interruption in Assessment of Teacher Education. Response to Bernard Ricca. Complicity an International Journal of Complexity and Education, 9(2).
Hetherington L (2013). Complexity Thinking and Methodology: the Potential of 'Complex Case Study' for Educational Research. Complicity an International Journal of Complexity and Education, 10(1/2).
Hetherington L (2010). Less interested after lessons? Report on a small-scale research study into 12- to 13-year-old students’ attitudes to earth science. School Science Review, 91(337), 59-65. Abstract.
Hetherington, L. (2007). Science: How does it work in schools?. Into Teaching, 17
Hetherington, L. (2007). Where next? Career options. Into Teaching, 20

Chapters

Hardman M, Riordan J-P, Hetherington L (2022). A Material-dialogic Perspective on Powerful Knowledge and Matter within a Science Classroom. In Hudson B, Gericke N, Olin--Scheller C, Stolare M (Eds.) International Perspectives on Knowledge and Curriculum: Epistemic Quality across School Subjects, London: Bloomsbury, 157-176.
Dillon J, Hetherington L (2022). Creativity in school science. In  (Ed) Debates in Science Education, Routledge, 227-238.
Hetherington L (2022). Teacher Education in Creative Pedagogies for STE(A)M Disciplines. In  (Ed) Encyclopedia of Teacher Education, Springer Nature, 1807-1812.
Hetherington L, Chappell K, Ruck Keene H, Wren H (2020). Creative Pedagogy and Environmental Responsibility: a Diffractive Analysis of an Intra-Active Science|Arts Practice. In Burnard P, Colucci-Gray L (Eds.) Why Science and Art Creativities Matter Re-configuring Steam for Future-making Education, Leiden: Brill - Sense, 271-299. Abstract.
Hetherington L, Wegerif R (2020). Developing a material-dialogic approach to pedagogy to guide science teacher education. In  (Ed) Teaching STEM Education through Dialogue and Transformative Learning, Taylor & Francis, 26-42.
Wegerif R, Postlethwaite KP, Skinner N, Mansour N, Morgan A, Hetherington LEJ (2013). Dialogic Science Education for Diversity. In Mansour N, Wegerif R (Eds.) Science Education for Diversity: Theory and Practice, Springer.

Conferences

Hetherington LEJ (2012). The challenge of assessment in an emergent curriculum: a case study of teachers’ responses. AERA 2012. 12th - 19th Apr 2012.
Hetherington LEJ (2011). Enacting Curriculum: a Complexity Perspective on Teachers’ Descriptions and Interactions. AERA 2011. 8th - 12th Apr 2011.
Hetherington L (2009). Researching the Emerging Curriculum: is there a place for a Pedagogy of Emergence?. 3rd Biennial Conference of the International Association for the Advancement of Curriculum Studies. 7th - 10th Sep 2009. Abstract.

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External Engagement and Impact

Administrative responsibilities

Deputy Head of School, School of Education, 2022 - Present

Head of Initial Teacher Education, 2019-2023


Committee/panel activities

  • Trustee, Ted Wragg Trust, September 2020-
  • Member, Russell Group Universities Initial Teacher Education Network, 2019-
  • UCET Management Forum, 2019-
  • Coopted Governor, Kingsbridge Primary School, 2018-2020
  • HE Representative, Women Leading in Education SW, 2018-2020
  • UCET Secondary Forum, 2015-2019

External Examiner Positions

  • External Examiner. PGCE Secondary Programme. 2018-2022. University of Cambridge.
  • External Examiner. PGCE Secondary Science and Mathematics (Teach First). University of Manchester, 2018-19 (maternity cover).
  • External Examiner. PGCE Secondary Science. University of Manchester, 2018-2022.
  • MEd Thesis External Examiner. Auckland University of Technology, New Zealand, 2018. 
  • External Examiner. PGCE Secondary Science. Bath Spa University. 2012-2016.

External doctoral examining nationally and internationally

  • External Examiner (appointed). Richard Dunk, PhD. Manchester Metropolitan University. 
  • External Examiner. Suellen Kackley-Keep. University of Western Sydney, Australia. May 2023. 
  • External Examiner. Rebecca Digby, PhD. Bath Spa University. January 2021
  • External Examiner. Audrey Doyle, PhD. Maynooth University, Ireland. July 2019.

Invited lectures & workshops

  • Invited Presentation to the Centre for Research in Education in STEM, King's College, London, Jan 2023
  • Invited Presentation at the ‘Challenges to Implementing Critical Pedagogies’ Meeting, Brazil and London. British Council. June 2021
  • Invited Presentation at Dialogic Education Seminar, University of Durham, May 2019.
  • Invited Presentation to University of Cambridge Educational Dialogue Research Group, June 2018.

Journal and book series Editorships and Editorial board membership

Editorial Board Member, Journal of Research in Science and Technological Education

Editor-in-Chief, Journal of Research in Science and Technological Education, 2020-2023


Research-based contributions to practitioner and academic conferences

  • BERA 2023 Paper Presentation
  • ESERA 2023 Paper Presentation
  • ECER 2023 Symposium contribution (online)
  • NARST 2022 Paper Presentation
  • ESERA 2021 (symposium on the Ocean Connections project)
  • BERA 2021 Paper Presenation
  • ESERA 2019 Pair of Symposia
  • ECER 2018 Symposium (rated 17/20)
  • IOSTE 2018 Invited Roundtable
  • IOSTE 2018 Invited Symposium
  • AARE 2018 Paper Presentation
  • ESERA 2017 Paper Presentation
  • AERA 2011 Paper Presentation
  • AERA 2010 Paper Presentation
  • IAACS 2009 Paper Presentation
  • BERA 2007 Paper Presentation

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Teaching

I am currently on study leave and not teaching on our current taught programmes in 23/24. Usually, I teach on our PGCE, MA and PhD programmes. 

Modules

2023/24


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Supervision / Group

Postdoctoral researchers

  • Bethan Stagg

Postgraduate researchers

  • Amal Dhafer A Alahmari
  • Ozlem Aykac
  • Benjamin Cain
  • Christopher Nnanna ominyi Ominyi
  • Kent Rondeau
  • Chryssa Sgouridou
  • Lisa Spencer
  • Heather Wren

Alumni

  • Katherine Evans
  • Linzi McKerr
  • Jill Noakes
  • Asad Shafi
  • Elsbieta Sowa
  • Bethan Stagg

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