Home Faculties & Schools School of Education Our Staff Dr James Shea

Dr James Shea

Principal Lecturer and Initial Teacher Education Portfolio Leader

James Shea

I am the portfolio leader for all the teacher education courses in the School of Education here at the ÌìÃÀ´«Ã½.

In terms of research, I have completed a dual-university research project into retrieval practice and how schools are implementing research from this into their teaching. In addition, I have completed a 40 school research project into neuroscience and memory formation. I have also recently published a paper on handwriting intervention based on research I undertook for my keynote to the National Association of Handwriting.

I am currently undertaking a dual-university research project into how teachers are using cognitive load theory in their teaching. Those interested in participating can

Across the Faculty of Education and Sport and within the School of Education I am the Faculty Teaching and Learning representative for the School of Education and chair the recruitment committee. I also sit on a range of committees including: the Faculty Staff Experience Committee, the Lead Partner Committee, the Mentor Development Committee, and the QTS Development Committee. Finally, I represent the school on the Knowledge Exchange Framework Committee (KEF).

Previously I was the elected academic governor of the ÌìÃÀ´«Ã½ from 2010 to 2012.

Currently, I am a trustee for the Pyramid Multi Academy Trust group of schools and external examiner for The ÌìÃÀ´«Ã½ of Cambridge, Anglia Ruskin ÌìÃÀ´«Ã½ and King Edward's Consortium.

As a former secondary Head of English and now Principal Lecturer in Teacher Education, my main work is in educating teachers whilst working with partnership schools through research and teacher education.

You can follow my twitter profile at

You can access my academic work at

Qualifications

  • BA (Hons) Language and LiteratureÌý
  • PGCE English, Drama and MediaÌý
  • PGCE Academic PracticeÌý
  • MA Education – Leadership and ManagementÌý
  • Ed.D. in Teacher Education
  • Fellow of Higher Education Academy

Teaching Expertise

  • Leadership and Management in Teacher Education
  • Theories of learning: cognitive science, neuroscience and social constructivism
  • The teaching of English
  • Research and Evidence Informed Teaching
  • Partnership and Mentoring
  • Technologies and Education
  • Constellations of Communities of Practice in Education

Awards

  • Winner 2023 for the Vice Chancellor's Awards in the Living By Our Values category
  • Runner Up 2021 for the Vice Chancellor's Awards in the Inspirational Teaching category
  • Runner Up 2020 for the Vice Chancellor's Awards in the Personal Tutor of the Year category
  • Runner Up 2019, ÌìÃÀ´«Ã½'s Outstanding Teaching Award in the VC's Student Experience Awards
  • Runner Up 2019, ÌìÃÀ´«Ã½'s ‘Best of Beds’ Award in the VC's Student Experience Awards
  • Runner Up 2017, ÌìÃÀ´«Ã½'s Use of Technology Teaching Award in the VC's Student Experience Awards
  • Highly Commended 2016, ÌìÃÀ´«Ã½'s Outstanding Teaching Award in the VC's Student Experience Awards
  • Highly Commended 2014, ÌìÃÀ´«Ã½'s Inspirational Teaching Award in the VC's Student Experience Awards
  • Winner 2013, ÌìÃÀ´«Ã½'s Inspirational Teaching Award in the VC's Student Experience Awards
  • Winner 2011, ÌìÃÀ´«Ã½'s Staff of the Year Award in the Commitment Category

National Curriculum for Drama

In the United Kingdom, Drama is not seen as a national curriculum subject in its own right. As such, there are no national curriculum documents to aid novice or experienced drama teachers. As part of a national round table, a group of people got together to create a 'National Curriculum for Drama' document - for Key Stage 3. This document seeks to act as a placeholder until such a time that the DfE recognises drama as national curriculum subject and commissions a genuine national curriculum for drama in consultation with those in the drama industry.

The following people were instrumental in its construction.

  • Tracy Dorrington
  • Martin Robinson
  • Ross McCrory
  • Kirsty Davey
  • Annie Wallace
  • Luke Attridge
  • Zoe Enser
  • Kalib De Merchant
  • Dr James Shea

Download the KS3 National Curriculum Document [PDF]

Research Interests

  • Retrieval Practice
  • Neuroscience and Cognitive Science in Education
  • Handwriting and Supportive Interventions
  • Technology and Education
  • Communities of Practice
  • Teaching of English

Research Projects

  • Retrieval Practice - how are teachers implementing ideas from the research base?
  • Memory formation through the process of priming - see blog:
  • The use of handwriting consultants by parents
  • The role of social networking in teacher education
  • Mentee and Mentor relationships within school placements

External Roles

  • Reviewer for Elsevier journals (inlcuding Teaching and Teacher Education)
  • Trustee for the Pyramid Multi Academy Trust group of schools
  • Senior Editor and Writer of Education Blog Site:
  • External Examiner for the ÌìÃÀ´«Ã½ of Cambridge PGCE (QTS)
  • External Examiner for the King Edwards Consortium PGCE Secondary Education Programme
  • External Examiner for Anglia Ruskin ÌìÃÀ´«Ã½ PGCE (non-QTS)
  • Former Chief External Examiner, ÌìÃÀ´«Ã½ of Birmingham

Publications

Texts in Production

  • Shea, J., Woods, A., Cox, S. (2026), The Learning Sciences in the Secondary Classroom: A practical guide for trainee teachers, SAGE
  • Shea, J., Amin, M., (2025) 186 Days in Teaching -Ìý A Month by Month Guide to Secondary Teaching in England, Routledge
  • Bates, G. and Shea (2024) The Principles of Priming (research study)

Published Texts

  • Shea, J., (2024) Handwriting: should we be intervening?, Association for the study of Primary Education, June (2), pp. 1-6
  • Bates, G. and Shea, (2024) Retrieval Practice in the Wild, Mind, Brain and Education (Early Access now available here: pp. 1-9
  • Wearmouth, J., Maylor, U., Lindley, K., Shea J., (2024) Social Justice in Education, London: McGraw Hill
  • Shea, J., (2024), How Reforms of Teacher Education Challenge Issues of Social Justice: in Wearmouth, J., Maylor, U., Lindley, K., Shea J., (2024) Social Justice in Education, London: McGraw Hill
  • Shea, J., Bates (2024) e, Peer Reviewed Education Blog
  • Shea, J., Bates, G. (2023) , Peer Reviewed Education Blog
  • Shea, J., Bates, G. (2023) , Peer Reviewed Education Blog
  • Shea, J., Bates, G. (2023) , Peer Reviewed Education Blog
  • Shea, J., Bates, G. (2023) , Peer Reviewed Education Blog
  • Shea, J., Bates, G. (2023) , Peer Reviewed Education Blog
  • Shea, J., Bates, G. (2023) , Peer Reviewed Education Blog
  • Shea, J. and Bates, G. (2022), Preventing Fractured Memory Formation With Captioning Software, in Teaching Times, available at:
  • Shea, J. (2021) Planning and designing a creative secondary English curriculum, Chapter 5, in Wearmouth, J., and Lindley, K. (eds), Bringing the Curriculum to Life, London: McGraw Hill
  • Connolly, S., Bates, G., and Shea, J., (2020) First meetings: constructive first encounters between pre-service teachers and their mentors, International Journal of Mentoring and Coaching in Education, 9(4), pp. 411-426.
  • Shea, J., Bates, G., (2021) , Peer Reviewed Education Blog
  • Shea, J., Bates, G., (2021) , Peer Reviewed Education Blog
  • Shea, J. (2020) Primary English - how does talking help a child learn?, Association for the study of Primary Education, Issue 13
  • Shea, J., Bates, G. (2020) , Peer Reviewed Education Blog
  • Shea, J., Bates, G. (2020) , Peer Reviewed Education Blog
  • Shea, J., Bates, G. (2019) , Peer Reviewed Education Blog
  • Shea, J., Bates, G. (2019) , Peer Reviewed Education Blog
  • Shea, J., Bates, G. (2019) , Peer Reviewed Education Blog
  • Shea, J., Bates, G. (2019) , Peer Reviewed Education Blog
  • Shea, J., Bates, G. (2019) , Peer Reviewed Education Blog
  • Shea, J. (2019) The hidden voice of pre-service teachers in their private social media interactions, Chapter 6, in J. Wearmouth & A. Goodwyn (eds) Pupil, Teacher and Student Voice in Educational Institutions. Values, opinions, beliefs and perspectives, London: Routledge
  • Shea, J., (2018) Secondary ITE in England and Wales, Bloomsbury Education and Childhood Studies
  • Shea, J., (2018) Digital Technologies and Online Learning in England and Wales, Bloomsbury Education and Childhood Studies
  • Shea, J., Bates, G. (2018) , Peer Reviewed Education Blog
  • Shea, J., Bates, G. (2018) , Peer Reviewed Education Blog
  • Shea J., and Stockford, A., (2017), A Critical Approach to Global Citizenship in Initial Teacher Education in the UK, Journal of Pedagogic Development 7(2), pp. 3-12
  • Shea, J., (2014) ‘Social Networking: A Curse or a Blessing?’ Special Children, 224 pp 40-42,
  • Shea, J., (2014) ‘ICT and Assessment’, in M. Leask and Pachler (eds) Learning to Teach Using ICT in the Secondary School, London: Routledge
  • Shea, J., Stockford, T. (2014) 'Inspiring your students with technology - embedding technology into the secondary curriculum', Routledge
  • Shea, J., ‘Teaching English with ICT’, in Andrew Green, (2012) A Practical Guide to Teaching English in the Secondary Sector, Routledge

Contact Details

T: +44 (0)1234 793276
E: james.shea@beds.ac.uk
Room: J0.10b, Bedford campus