ILM Coaching and Mentoring.
Professional Award Teaching 14-16 Learners in Post-16 Centres.
MA Education Leadership, Management, and Learning.
BSc (Hons) Animal Biology and Health.
Jodie is a QTLS EWC registered lecturer in post-compulsory education and training at the University of South Wales (USW). She has worked with post-14 learners in further education colleges for over 15 years as a lecturer, tutor and coach, whilst undertaking roles as manager, staff mentor, and advanced practitioner across England. Her main research interest focusses on further education tutorials, pastoral support, and socio-political engagement of students as a means of challenging neo-liberal agendas and developing critical practice for action.
Jodie has taught and course led on a range of entry up to level 3 programmes, functional skills literacy and numeracy, HNC/D, and Access courses. Her subject specialisms include human and animal based biology, with sociological and philosophical perspectives including bioethics and welfare, safeguarding children and young people, and social policy. She has extensive experience of working holistically to provide pastoral support to a range of students, including mentoring, coaching and counselling skills.
Module Leader Preparing to Teach.
Module Leader Learning and Applying Pedagogy.
Tutor Essential English for Teaching.
BERA 2018: Conference contribution – Transitions: Challenges, Threats & Opportunities across the Post-compulsory Sectors (Hegemony and Heterotopia: Working with Personal Tutors and Critical Consciousness to Understand Critical Pedagogy in General Further Education Tutorials in England).
ACRE 2015: Conference contribution – Controversies in Education. (Heterotopia and Hegemony: Personal Tutor Experiences of Critical Pedagogy in Tutorial Spaces in GFE England).
SET – Fellow
BTEC External Examiner – Health and Social Care and Animal Science.
Jodie is currently researching critical pedagogy in tutorial spaces as part of doctoral research to be completed in 2019. Future planned research projects include developing critical pedagogy with student teachers and exploring critical incidents of socio-cultural and political learning.
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