Dr Matthew Smith

Senior Lecturer in Primary Education

Email address: matt.smith@wlv.ac.uk Phone number: 01902 32 2889 Location: Walsall Faculty: Faculty of Education Health and Wellbeing School/Institute: Institute of Education Areas of expertise: Development of a sophisticated personal epistemology, Primary teaching, English teaching, especially the key areas of Spelling and Punctuation

About

Matt is a Primary Teacher Educator, Course Leader for BEd and BA(Hons) Year 3 Primary ITE students, and the Pathway Leader for Primary English. He leads on English modules for both undergraduate and postgraduate primary teaching courses leading to Qualified Teacher Status (QTS) at the University of Wolverhampton, and also teaches on the Masters in Education programme.

A Senior Fellow of the Higher Education Academy, Matt’s doctoral thesis focused on the epistemological and pedagogical trajectories of PGCE trainees within the field of Primary English. Matt’s research interests have previously focused on personalising the learning journey for children and trainees.

Prior to becoming a Senior Lecturer, Matt worked as a primary teacher, English specialist and Assistant Headteacher. He is keen for children to take ownership of their learning and to work with teachers to develop a facilitative, learner-centric method that favours exploration and social construction of learning over more traditional, didactic teaching styles.

 

Current appointment

Senior Lecturer in Primary Education, Cluster Leader for Primary English and Year 3 Lead Tutor. Lecturer on the Master of Education programme, Member of the Researching Pedagogy and Research in Higher Education Clusters. 

Research interests

Epistemological, ontological and pedagogical paradigms.

Postgraduate Research Supervision

MA/MSc/MPhil

Total number of Completions:

Current supervisions (indicate whether internal or external; 1st or co-supervisor; give title of dissertation and expected completion date)

 

2 MAs: Both internal, 1st supervisor. Jan 2018 completion date.

  1. Could developing teacher confidence about Speech, Language and Communication Development, support identification of Speech, Language and Communication Need? An Action Research project across Key Stage Two, in two schools in a Local Authority in the West Midlands.
  2. Towards a Strategy of Learning based on Multiple Intelligence Theory.

 

Qualifications

  • BA (Hons), 1997
  • PGCE, 1999
  • M.Ed. 2008
  • Senior Fellow of the Higher Education Academy
  • EdD in Learning and Learning Contexts, 2017

Publications

Publications

Smith, M. (2016). Examining the Relationship between a Sophisticated Personal Epistemology and Desired Pedagogical Practices in Trainee Teachers. Journal of Education & Social Policy3:3, 48-59.

Smith, M. (2016). An investigation into the Pedagogical Trajectories of PGCE Trainees Using Espoused 'Beliefs’. Journal of Education & Social Policy3:5, 16-29.

Smith, M. (2017). Using andragogy to teach pedagogy: expecting heutagogy - using against-the-grain teaching practices for desired outcomes. Research in Teacher Education7:1.

Smith, M. (2013). Personal epistemology and teacher education. Educational Research and Evaluation, 19(1), 92-94.

 

Conference Presentations

Smith, M. (2014). The use of a Learning Portfolio to reflectively assess processes rather than outcomes in Primary English ITE. Paper presented at Rich Exchanges Conference, University of Wolverhampton, December 2014.
Smith, M. (2014). An Initial Qualitative Analysis of the Epistemological Trajectories of Primary PGCE Trainees. Paper presented at Doctoral Research Conference, University of Birmingham, November 2014.
Smith, M. (2014). An Investigation into the Developing Epistemological Trajectories of PGCE Trainees as Predicated by their Espoused Pedagogies. Paper presented at Institute of Education Research Conference, University of Wolverhampton, July 2014.
Smith, M. (2014). Becoming a Teacher: Enforced Enculturation or Active Participation? Paper presented at Institute of Education Research Conference, University of Wolverhampton, July 2014.

Poster Presentations

Smith, M. (2014). An Investigation into the Developing Epistemological Trajectories of PGCE Trainees as Predicated by their Espoused Pedagogies. Poster presented at Doctoral Poster Conference, University of Birmingham, July 2015.

 

Enterprise, Knowledge Transfer & Consultancy

Current Project activity (state project/ consultancy title, duration, funding body, funding awarded, whether lead or collaborator)

Previous professional experience

Matt has been a primary teacher, Assistant Headteacher and lecturer for most of his adult life. He has worked in every Key Stage, teaching children from age 5 to 11, with secondary school-age pupils with Special Educational Needs and Disabilities, and with students in Higher Education since 2009. Previously a Key Stage Co-ordinator in primary schools in Birmingham, Matt has been Co-ordinator for Literacy and the Creative Arts, taken responsibility for outdoor learning, parental involvement in school and their children's learning, and worked with schools on effective modelling for the social construction of high-level texts, usually through the use of poetry or story-writing; phonics instruction; tools and skills for personalising the learning journey of children; and in effective guided reading and the use of e-reading journals.

 

Employment history

Matt has been a primary teacher, Assistant Headteacher and lecturer for most of his adult life. He has worked in every Key Stage, teaching children from age 5 to 11, with secondary school-age pupils with Special Educational Needs and Disabilities, and with students in Higher Education since 2009. Previously a Key Stage Co-ordinator in primary schools in Birmingham, Matt has been Co-ordinator for Literacy and the Creative Arts, taken responsibility for outdoor learning, parental involvement in school and their children's learning, and worked with schools on effective modelling for the social construction of high-level texts, usually through the use of poetry or story-writing; phonics instruction; tools and skills for personalising the learning journey of children; and in effective guided reading and the use of e-reading journals.

 

Staff Development and Skills                                                                     Date attained

WRAP/Prevent training

20/9/16

Anti-bribery online course

20/9/16

Unconscious Bias online course

20/7/16

Information Security Awareness online course

20/7/16

Diversity in the Workplace online course

20/7/16

 

External Examiner role for an academic programme (give University, programme title, level of award and duration of appointment)

Current: University of Western England, BA Hons Primary and Early Years Initial Teacher Education, 4 years