Professor Emeritus Pete Boyd, PhD

  • Professor Emeritus of Professional Learning
  • Institute of Education
  • Learning, Education & Development Research Centre
  • Education
Professor Emeritus Pete Boyd, PhD


Pete Boyd is an Emertius Professor of Professional Learning at the University of Cumbria in England. He contributes to doctoral level educational research. He was a high school teacher for fifteen years before moving into higher education as a teacher educator and academic developer. His previous role was director of the Learning, Education and Development (LED) Research Centre. LED works with schools, colleges and universities to support the development of research-informed practice. Pete particularly values collaborative action research and works towards the co-creation of knowledge with practitioners. He has co-authored an accessible advanced reader for beginning teachers which also provides a useful foundation text for teacher educators with a sample chapter available open access (Boyd, Hymer & Lockney 2015 'Learning Teaching').

Qualifications and memberships


Academic and research interests

teacher strategies Pete's research is focused on the professional learning of educators with two main areas of activity:

Close to practice collaborative projects with school teacher researchers - including recent projects on dialogue, mastery approaches to maths and developing self-regulated learners. As an example, outputs from his recent two year R&D project with teacher researchers across the Deep Learning Teaching Schools Alliance, are co-authored with the Alliance Director Andy Ash and include two open access research journal papers: the first is on change in teacher strategies and the second is on change in teacher beliefs an open access CPD resource mastery maths no problem for school to school development including two mastery approaches to maths video lessons and the pop-up website from a follow-up project of mastery maths in Carlisle.

Research into higher education including assessment and feedback and academic identity, work and learning, with a particular focus on professional education fields - especially teacher education. Open access resources include guidelines for induction of teacher educators, a research study of a school-based teacher educator, and chapters on the pedagogy of realistic clinical practice for teacher education and professional learning for teachers for teachers and teacher educators.

Research supervision

PhD completions, as supervisor:

How do student teachers experience the development of teacher identity during a three year professional education degree? (Dr Deborah Seward 2019)

How does Neoliberal performance management affect teachers' perceived motivations to 'improve'? (Dr Kevin Proudfoot 2018)

Conceptions of being a lecturer in Nursing: Variation in identities and how these are negotiated during a tutorial. (Dr Susan Harness 2018)

The role of emotional knowledge in learning to teach (Dr Eamonn Pugh 2018)

A phenomenographic study on student teachers’ conceptions of Assessment for Learning and their perceptions of their development as Assessment for Learning Practitioners. (Dr Donna Hurford 2016)

To what extent is feedback in teacher education ‘for’ learning? (Dr Mark Carver 2016 - Now at St Andrews University)

Collaborative agency across professional and organisational boundaries in the Children’s Workforce in the UK. (Dr Kaz Stuart 2013)

PhDs in progress (as main supervisor) University of CumbriaTeacher Resilience (Lisa Reed) / Collective Mindset of Teachers (Pippa Leslie) / Teaching mathematics for mastery: Mathematical beliefs and the role of representations

PhDs in progress (as main supervisor) Lancaster University educational research doctoral programme: Curriculum Leadership (Steve Chubb) / The role of theory in teacher education (James Burch)


Stuart, K., Bunting, M., Boyd, P., Cammack, P., Hornbæk Frostholm, P., Thore Graveson, D., ... & Walker, S. (2019). Developing an equalities literacy for practitioners working with children, young people and families through action research. Educational Action Research, 1-21.

Boyd, P. & Ash, A. (2018) Teachers framing exploratory learning within a text-book based Singapore Maths mastery approach. Teacher Educator Advancement Network Journal 10(1): 62-73. Available at:

Boyd, P. (2017) Teacher and Teacher Educator Professional Inquiry in an Age of Accountability. In Pete Boyd and Agnieszka Szplit (Eds.) Teachers and Teacher Educators Learning Through Inquiry: International Perspectives. Available at

Boyd, P. (2016) Realistic Clinical Practice: Proposing an inquiry-based pedagogy for teacher education, in Pete Boyd & Agnieszka Szplit (Eds.) Student Teachers Learning Through Inquiry: International Perspectives. Kraków: Attyka. Available at

Boyd, P. & Smith, C. (2016) The Contemporary Academic: orientation towards research and researcher identity of higher education lecturers in the health professions. Studies in Higher Education. 

Boyd, P., Hymer, B. & Lockney, K.(2015) Learning Teaching: becoming an inspirational teacher. Critical Publishing.

Boyd, P., Smith, C. & Beyaztas, D. (2015) Hyper-Expansive Academic Workplaces: the case of UK lecturers in Nursing and Midwifery. International Journal for Academic Development,20 (1), 18-32. 

Boyd, P. & Leslie, P. with Teacher Researchers from North Liverpool Teaching Alliance (2015) Learning Conversations Teacher Toolkit: developing practice in early years through practitioner inquiry. Liverpool: Everton Nursery School and Family Centre.

Boyd, P. (2014) Using ‘modelling’ to improve the coherence of initial teacher education. In Pete Boyd, Agnieszka Szplit & Zuzanna Zbróg (Eds.) Teacher Educators and Teachers Learning: International Perspectives, Cracow: Libron. Available at

Boyd, P. (2014) Learning Conversations: teacher researchers evaluating dialogic strategies in early years settings. International Journal of Early Years Education 

Boyd, P., Smith, C. & Ilhan, D. (2014) Hyper-Expansive Academic Workplaces: the case of UK lecturers in Nursing and Midwifery. International Journal for Academic Development. 

Boyd, P. & Bloxham, S. (2014) A situative metaphor for teacher learning: the case of university tutors learning to grade student coursework. British Educational Research Journal, 40 (2), 337-352. 

Boyd, P. (2014) Learning Teaching in School. In Hilary Cooper (Ed.) Professional Studies in Primary Education (2nd Edition). London: Sage. Available at

Lopes, A., Boyd, P., Andrew, N. & Pereira, F. (2013) The research-teaching nexus in nurse and teacher education: contributions of an ecological approach to academic identities in professional fields. Higher Education, iFirst.

Boyd, P. (2013) Professional Education: resolving tensions around the value of different types of knowledge in teacher and nurse education. In Amelia Lopes (Ed.) Formacao Inicial de Professores e de Enfermeiros: identidades e ambientes / Initial education of teachers and nurses: identities and environments. Lisboa: Mais Leituras.

Boyd, P. & Tibke, J. (2012) Being a school-based teacher educator: developing pedagogy and identity in facilitating work-based higher education in a professional field. Practitioner Research in Higher Education, 6 (2), 41-57. Available at

Bloxham, S. & Boyd, P. (2012) Accountability in grading student work: securing academic standards in a twenty-first century quality assurance context. British Educational Research Journal, 38 (4), 615-634.

Smith, C. and Boyd, P. (2011) 'Becoming an Academic: The reconstruction of identity by recently appointed lecturers in Nursing, Midwifery and the Allied Health Professions.' Innovations in Education and Teaching International, 49 (1), 63-72. 

Boyd, P., Harris, K. & Murray, J. (2011) Becoming a Teacher Educator: Guidelines for induction (2nd Ed.). ESCalate, Higher Education Academy: Bristol. Available at

Bloxham, S. and Boyd, P. (2011) 'Accountability in grading student work: Securing academic standards in a 21st century quality assurance context.' British Educational Research Journal, iFirst Article, 1-20.

Bloxham, S., Boyd, P. and Orr, S. (2011) 'Mark my words: the role of assessment criteria in UK higher education grading practices.' Studies in Higher Education. First published on: 31 January 2011 (iFirst).

McNamara, O., Boyd, P., Jones, M., Murray, J., Qasim, S. and Stanley, G. (2011) 'Initial Teacher Education Annual Self Evaluation: Review of the SED.' Universities Council for Education of Teachers.

Boyd, P. (2010) 'Academic induction for professional educators: supporting the workplace learning of newly appointed lecturers in teacher and nurse education.' International Journal for Academic Development 15 (2), 155-165.

Boyd, P. and 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. and Lawley, L. (2009) 'Becoming a Lecturer in Nurse Education: The work-place learning of clinical experts as newcomers.' Learning in Health and Social Care 8(4), 292-300. 

Boyd, P., Smith, C., Lee, S., MacDonald, I. (2009) 'Becoming a Health Profession Educator in Higher Education: The experiences of recently-appointed lecturers in Nursing, Midwifery and the Allied Health Professions.' Health Science and Practice Subject Centre, Higher Education Academy. 

Clough, J., Boyd, P., Bunyan, P., Houghton, S., Hobson, T., Waters, A. and Zaranko, T. (2009) 'Teacher Supply in Cumbria: the contribution of teacher education.' University of Cumbria: Carlisle.

Boyd, P. (2009) 'University of Cumbria: Peer Review of Teaching, Learning and Assessment' in D. Gosling and K. Mason O'Connor (Eds.), Beyond the Peer Observation of Teaching. SEDA Paper 124. London: Staff and Educational Development Association, 29-35.

Bloxham, S. and Boyd, P. (2007) 'Developing Effective Assessment in Higher Education: a practical guide.' London: McGraw Hill / Open University Press.

Recent external roles

Visiting Professor of Academic Development at Newman University - workshop on research quality June 2019

Keynote speaker on developing research-informed practice in Education, University of Wolverhampton June 2019

Research presentation Teacher Education Policy in Europe (TEPE) conference Caracow Poland May 2019

Lead facilitator - becoming a teacher educator workshops at TEAN conference Birmingham May 2019

Keynote speaker 'leadership and pedagogy in mathematics' maths hub launch conference Liverpool April 2019

Chair of the 'Assessment in Higher Education' conference, Manchester June 2019

Keynote speaker Maths Mastery Leadership conference, Dubai March 2019

Keynote speaker, Assessment in MENA (AIM) conference, Abu Dhabi April 2019

Keynote speaker on Assessment in Higher Education at Queen Mary University, London Student Transitions conference, January 2016

Keynote speaker on Being a Teacher Educator at Huddersfield University conference on teacher education, June 2016 Academic Development consultancy for British Council providing workshops on Assessment with University Teachers in Saudi Arabia, October 2015.

Research Mentor supporting teacher researchers: Deep Learning Teaching School Alliance, Wirral, England 2015 - ongoing.

Research mentor supporting teacher researchers: Robert Ferguson Primary School, Carlisle, England 2014 - ongoing Research mentor supporting teacher researchers: North Liverpool Teaching Alliance 2012 - 2015

External consultant on accreditation of an MA Teaching in Lifelong Learning at Huddersfield University 2012

External consultant on accreditation of a new Postgraduate Certificate on Teacher Education aimed at school-based teacher educators Strathclyde University 2012

Consultant on accreditation of a programme on teaching, learning and assessment in higher education for teacher fellows and postgraduate researchers at UCL 2011

External consultant on developing assessment and feedback at the Liverpool Institute for Performing Arts 2009

External Accreditor for the Higher Education Academy 2007 - 2011

Facilitator of HE Academy / TEAN national academic induction seminars for teacher educators 2007-2012