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Job Title: Senior Lecturer
Kulwinder's background is in primary teaching and she worked as an EAL Coordinator and later as an Inclusion Manager in primary settings in London. Kulwinder's teaching experiences are rooted in multilingual and challenging school settings within Hounslow and Hillingdon. As a part of her master's degree, Kulwinder explored emergent bilingual reading in KS1 children. Building on from that, Kulwinder is interested in exploring how knowledge of early reading development in student teachers progresses throughout the course (BA QTS three years). This research has been funded by the First Grants Scheme Kingston University (£1000).
The teaching of reading through systematic synthetic phonics (SSP) is identified as the prime approach in the new curriculum (DfE, 2013, p13). All trainees and practising teachers are assessed against eight standards, one of which is Standard 3: 'If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics' (DfE, June 2013). This emphasis in the Teachers' Standards formalises the importance of student teachers, particularly those in primary school, having secure knowledge and skill in teaching phonics. In recent years, a good number of research studies have been in response to the Government's policy on the role of phonics in teaching reading. However, there is very little research which analyses how effectively student teachers' school and university experiences prepare them to meet Standard 3 of the Teacher Standards.
The provision for the teaching of early reading through phonics is monitored through OFSTED inspections both at university and school level with high stake outcomes for the providers. Falling below ''good'' risks a concomitant reduction in student numbers particularly for the Initial Teacher Education providers. I aim to explore the impact of the University-based provision on the students' ability to teach early reading through phonics and to consider the impact of the school-based provision on students' pedagogy in this key area in order to identify best practice and inform future programmes and partnerships.
I am presenting my research at two conferences this year - TEAN - Teacher Education Advancement Network (May 2016) and UKLA - United Kingdom Literacy Association (July 2016).
Having been engaged with Early Reading Development for such a long time, I am very keen to develop this initial pilot study into a proposal for PhD.
Allen, Michael, Briten, Elizabeth, Maude, Kulwinder, Sossick, Matthew and Valentine, Mari
Catching them early : identifying potential early-career leavers.
Teacher Education Advancement Network Journal, 9(2),
ISSN (online) 2054-5266
Maude, Kulwinder and Allen, Michael
Barriers to success for Black and Minority Ethnic (BME) student teachers in Undergraduate Initial Teacher Training programmes in England.
In: 8th TEAN Conference : Thinking deeply about Teacher Education;
11 - 12 May 2017, Birmingham, U.K..
Sounding out students about phonics: Undergraduate Student Teachers’ (USTs) knowledge and ability to teach early reading through phonics.
In: 7th TEAN Annual Conference: Cultivating Learning;
05-06 May 2016, Birmingham, U.K..
Allen, Michael, Maude, Kulwinder, Briten, Elizabeth, Sossick, Matt, White, Rita, Valentine, Mari Jo, Ooms, Ann and Ramsey, Diana
Catching them early: Promoting teacher retention by identifying potential early-career leavers.
In: 7th TEAN Annual Conference: Helping Students, Lecturers and Practitioners in Education become the Best Professionals they can be;
05-06 May 2016, Birmingham, U.K..