Professor Pete Boyd

  • Professor of Professional Learning Director of the Learning, Education and Development (LED) Research Centre
  • Institute of Education
  • Education
Professor Pete Boyd

Qualifications and memberships


Academic and research interests

Pete's research is focused on the professional learning of educators with two 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.

Research into higher education including assessment and feedback and academic identity, with a focus on professional education fields and especially on teacher education.

PhD completions, as supervisor:

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)

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 Cumbria: How do beginning teachers engage with emotional aspects of teaching? (Eamonn Pugh) / Nurse educator identity and pedagogy (Sue Harness) / Intrinsic and Extrinsic Motivations in Teacher Professional Development (Kevin Proudfoot) / Teacher Resilience (Lisa Reed) / Collective Mindset of Teachers (Pippa Leslie)

PhDs in progress (as main supervisor) Lancaster University doctoral programme: Curriculum Leadership (Steve Chubb) / Teacher identity formation by students (Deborah Seward / The role of theory in teacher education (James Burch)


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.

Boyd, P. (2002) 'Rose-Tinted Reflection? The Benefits for Teachers of Initial Teacher Education in Secondary Schools.' Journal of In-Service Education. Vol. 28 No. 2 p.203-217.

Recent external roles

Conference chair of the 'Assessment in Higher Education' biennial conference, Manchester 2017

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