Professor Linda la Velle
- Professor in Education
- Email: l.lavelle@bathspa.ac.uk
- Telephone: +44 (0)1225 873056
- School: School of Education and Humanities
- Campus: Newton Park, Bath
Personal statement
Linda la Velle is a Professor of Education at Bath Spa's Institute for Education and Emeritus Professor at the Institute of Education, University of Plymouth.
Linda鈥檚 career in education spans over 40 years, including teaching science for 15 years in primary and secondary schools in and around London, 20 years of Initial Teacher Education provision in two Russell Group Higher Education Institutions and ten years of research leadership in a post-92 university.
Her personal research interests are in the areas of teacher education and professional development in general and science education (new technologies and ethical issues) more specifically. Although her background is in secondary education, she firmly believes that pedagogic issues and enquiry span the educational phases and transferability is the key to research-based improvement of outcomes for all learners, through the life course. Recent research projects include ENTELS, PhenoloGIT and Robo21C, all funded under the Erasmus+ programme and MESH (Mapping Specialist educational knowHow).
Publications: four authored books; two edited books; two journal special editions; nine book chapters; 12 official reports; 33 papers in international refereed journals; 60+ international conference presentations/papers.
Linda is out-going Chair of the Research and International Committee of the Universities Council for the Education of Teachers (UCET) and Executive Editor of the Journal of Education for Teaching (JET).
Academic qualifications
- BEd - University of Exeter
- MSc - University of London
- MSc - Council for National Academic Awards
- PhD - University of London
Professional memberships
- Zoological Society of London Scientific - Fellow (Elected) (1978)
- Institute of Biology - Member (Elected) (1978)
- Association for Science Education - Member (1983)
- Society for the Study of Fertility - Member (Elected) (1986)
- British Society for Developmental Biology - Member (1988)
- British Andrology Society - Member (1990)
- Alternative Learning Technologies Association - Member (1995)
- BERA - Member (1999)
- ESERA (European Science Education Research Association) - Member (2007)
- EERA (European Educational Research Association) - Member (2008)
- ICET (international Council for the Education of Teachers) - Member (2016)
Other external roles
- ICET Board Member
- UCET Executive Member
- Wellington School Governor
- Executive editor - JOurnal of Education and Teaching (Taylor and Francis)
Research supervision
Please contact Linda if you are interested in doing postgraduate research in any area of teacher education.
Research outputs
book
la Velle, L and Bryant, J.A (2018) Introduction to bioethics. 2nd ed. Wiley Blackwell, Hoboken, NJ. ISBN 9781118719596
book
la Velle, L, ed. (2014) Masterliness in the teaching profession. Routledge, Abingdon. ISBN 9781138813632
book_section
la Velle, L (2023) 'Heroism of teachers: hope, efficacy, resilience, and optimism.' In: Allison, S.T, Beggan, J.K and Goethals, G.R, eds. Encyclopedia of heroism studies. Springer, Cham. ISBN 9783031171253
book_section
la Velle, L and Reynolds, K (2020) 'Reframing the professionalism of teachers.' In: Hudson, B, Leask, m and Younie, S, eds. Education system design: foundations, policy options and consequences. Routledge, Abingdon. ISBN 9780367203771
book_section
la Velle, L and Kendall, A (2020) 'A high status, research-informed profession: the foundation for successful teacher recruitment and retention?' In: Ovenden-Hope, T and Passy, R, eds. Exploring teacher recruitment and retention: contextual challenges from international perspectives. Routledge, Abingdon, pp. 46-58. ISBN 9780367076450
book_section
Duggan, M and la Velle, L (2019) 'Embracing complexity: understanding the experiences of university-based teacher educators in England.' In: Sorensen, N, ed. Diversity in Teacher Education: perspectives on a school-led system. UCL IOE Press, London, pp. 90-111. ISBN 9781782772521
book_section
la Velle, L (2014) 'Masterliness in the teaching profession.' In: la Velle, L, ed. Masterliness in the teaching profession. Routledge, Abingdon, pp. 1-7. ISBN 9781138813632
book_section
Sorensen, N and la Velle, L (2014) 'Catching the sparks: an evaluation of the early development of a novel master鈥檚 degree in teaching and learning.' In: la Velle, L, ed. Masterliness in the teaching profession. Routledge, Abingdon, pp. 73-91. ISBN 9781138813632
book_section
Ovenden-Hope, T, la Velle, L and Leask, M (2014) 'Using 鈥楳ESH guides鈥� as translational research and knowledge mobilisation for continuing professional development in schools.' In: CICE-2014 Proceedings: Canada International Conference on Education. Infonomics Society, London, pp. 497-498. ISBN 9781908320247
book_section
la Velle, L, Gurnett, D and Waite, S (2011) 'Environmental education in the national park: case studies on Exmoor.' In: Waite, S, ed. Children learning outside the classroom: from birth to eleven. Sage, London, pp. 176-187. ISBN 9780857020482
article
la Velle, L and Newman, S (2025) 'Teacher recruitment and retention in England: a Foucauldian analysis of disempowerment.' Journal of Education for Teaching, 51 (5). pp. 934-950. ISSN 0260-7476
article
la Velle, L, Clapham, A, Lonsdale, K and Richards, R (2025) 'Redefining the (academic) author: investigating the Research Excellence Framework and teacher education research.' Journal of Education for Teaching, 51 (4). pp. 818-821. ISSN 0260-7476
article
Hayes, S, Jandri膰, P, la Velle, L, Earle, S, 艩rajer, F, Dragi膰, Z, Kubat, S, Peraica, A, 艩vraka, D, Popovi膰, S, Mumela拧, D, Pospi拧, D, Vujanovi膰, B, Lugovi膰, S, Jopling, M, Tolbert, S and Watermeyer, R (2025) 'Postdigital citizen science and humanities: dialogue from the ground.' Postdigital Science and Education, 7. pp. 188-223. ISSN 2524-485X
article
Jopling, M et al (2025) 'Postdigital citizen science and humanities: a theoretical kaleidoscope.' Postdigital Science and Education, 7. pp. 31-77. ISSN 2524-485X
article
la Velle, L (2024) 'Continuing 鈥榬eforming鈥� policies in teacher education internationally: what can we learn from current accounts?' Journal of Education for Teaching, 50 (5). pp. 946-957. ISSN 0260-7476
article
Van Nuland, S, Dinitsa-Schmidt, S, Assun莽茫o Flores, M, Hordatt Gentles, C, la Velle, L and Ruttenberg-Rozen, R (2024) 'Changes in teacher education provision: comparative experiences internationally.' Journal of Education for Teaching, 50 (2). pp. 341-366. ISSN 1360-0540
article
Clapham, A, Richards, R, Lonsdale, K and la Velle, L (2023) 'Scarcely visible? Analysing initial teacher education research and the Research Excellence Framework.' London Review of Education, 21 (1). e24. ISSN 1474-8479
article
la Velle, L (2021) 'Editorial - Recurring themes in teacher education: pedagogy, practice and policy.' Journal of Education for Teaching, 47 (5). pp. 635-637. ISSN 0260-7476
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la Velle, L (2021) 'Editorial - Teachers鈥� learning and knowledge: motivation and self-efficacy.' Journal of Education for Teaching, 47 (4). pp. 471-474. ISSN 0260-7476
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la Velle, L (2021) 'Editorial - Discourse and pedagogy: two pillars of teacher education.' Journal of Education for Teaching, 47 (3). pp. 305-308. ISSN 0260-7476
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la Velle, L (2021) 'Editorial - The heroism of teachers: agility and adaptability through professional education.' Journal of Education for Teaching, 47 (2). pp. 143-146. ISSN 0260-7476
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la Velle, L (2021) 'Editorial - Initial teacher education programmes: so much to include.' Journal of Education for Teaching, 47 (1). pp. 1-3. ISSN 0260-7476
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la Velle, L (2021) 'Editorial - Professional knowledge communities of practice: building teacher self-efficacy.' Journal of Education for Teaching, 46 (5). pp. 613-615. ISSN 1360-0540
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la Velle, L, Newman, S, Montgomery, C and Hyatt, D (2020) 'Initial teacher education in England and the Covid-19 pandemic: challenges and opportunities.' Journal of Education for Teaching, 46 (4). pp. 596-608. ISSN 0260-7476
article
la Velle, L (2020) 'Editorial - Teacher education approaching crisis: external and internal factors.' Journal of Education for Teaching, 46 (3). pp. 259-262. ISSN 1360-0540
article
la Velle, L, Stenhouse, E and Sutton, C (2018) 'Masterliness: the challenge for professional development.' Journal of Interdisciplinary Studies in Education, 7 (1). pp. 54-66. ISSN 2166-2681
article
la Velle, L and Flores, M.A (2018) 'Perspectives on evidence-based knowledge for teachers: acquisition, mobilisation and utilisation.' Journal of Education for Teaching, 44 (5). pp. 524-538. ISSN 0260-7476
article
la Velle, L and Ovenden-Hope, T (2015) 'Translational research in education for knowledge mobilisation: a study of use and teacher perception in primary schools in England, UK.' Journal of Education for Teaching, 41 (5). pp. 574-585. ISSN 0260-7476
article
la Velle, L (2015) 'Editorial - Translational research and knowledge mobilisation in teacher education: towards a 鈥榗linical鈥�, evidence-based profession?' Journal of Education for Teaching, 41 (5). pp. 460-463. ISSN 0260-7476
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la Velle, L (2013) 'ICT, teaching and learning: what do the latest mobile technologies afford?' Journal of Biological Education, 47 (2). pp. 71-72. ISSN 0021-9266
article
la Velle, L, Reynolds, D and Nichol, J (2013) 'An unusually effective school/university programme: the Plymouth and Peninsula Model.' Journal of Education for Teaching, 39 (4). pp. 400-415. ISSN 0260-7476
article
Sorensen, N and la Velle, L (2013) 'Catching the sparks: an evaluation of the early development of a novel master鈥檚 degree in teaching and learning.' Journal of Education for Teaching, 39 (1). pp. 74-92. ISSN 0260-7476
article
la Velle, L (2013) 'Masterliness in the teaching profession: global issues and local developments.' Journal of Education for Teaching, 39 (1). pp. 2-8. ISSN 0260-7476
article
Totterdell, M, Hathaway, T and la Velle, L (2011) 'Mastering teaching and learning through pedagogic partnership: a vision and framework for developing 鈥榗ollaborative resonance鈥� in England.' Professional Development in Education, 37 (3). pp. 411-437. ISSN 1941-5257
article
la Velle, L, Olszewska, M and Gurnett, D (2009) 'On track: using the West Somerset Mineral Railway to promote historical, social and environmental education.' Primary History, 52. pp. 26-28.
article
la Velle, L (2008) 'Tracks and traces 鈥� a story of Exmoor: a challenging and interactive educational play.' Exmoor Review, 50. pp. 82-84.
article
Hennessy, S, Wishart, J, Whitelock, D, Deaney, R, Brawn, R, la Velle, L, McFarlane, A, Ruthven, K and Winterbottom, M (2007) 'Pedagogical approaches for technology-integrated science teaching.' Computers & Education, 48 (1). pp. 137-152. ISSN 0360-1315
conference_item
la Velle, L and Ovenden-Hope, T (2018) Knowledge mobilisation for teacher development: trialling the models. In: BERA Annual Conference 2018, 11 - 13 September 2018, Northumbria University, Newcastle, UK.
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la Velle, L (2018) Evidence based knowledge for teachers. In: ECER 2018, 4 - 7 September 2018, Free University Bolzano, Bolzano, Italy.
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la Velle, L and Georgeson, J (2018) Mobile and geographical information technologies for phenological investigation across European schools: innovation and learning. In: ECER 2018, 4 - 7 September 2018, Free University Bolzano, Bolzano, Italy.
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la Velle, L and Sorensen, N (2018) The DiTE project. In: ICET 62nd World Assembly, 9 - 11 July 2018, Laredo, TX, USA.
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la Velle, L, Younie, S and Leask, M (2018) MESH International: improving the quality of teaching via a knowledge management system/mobilisation strategy to develop evidence-informed practice. In: ICET 62nd World Assembly, 9 - 11 July 2018, Laredo, TX, USA.
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Reynolds, K, Whiting, C and la Velle, L (2018) The DiTE project explained. In: TEPE Conference, 19 May 2018, University of Minho, Braga, Portugal.
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la Velle, L, Reynolds, K, Leask, M and Younie, S (2018) MESH International: improving the quality of teaching via a knowledge management system/mobilisation strategy to develop evidence-informed practice. In: TEPE Conference, 19 May 2018, University of Minho, Braga, Portugal.
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la Velle, L and Ovenden-Hope, T (2017) MESH guides as translational research in CPD: tried, tested and trusted. In: BERA Annual Conference, 4 - 7 September 2017, University of Sussex, Brighton, UK.
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Georgeson, J, la Velle, L and Camilleri, P (2017) Learning about robots: skills, roles and relationships. In: BERA Annual Conference, 4 - 7 September 2017, University of Sussex, Brighton, UK.
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la Velle, L and Georgeson, J (2017) Using geographical information technology to capture phenological phenomena in European schools. In: European Conference on Educational Research (ECER), 21 - 25 August 2017, University College, Copenhagen, Denmark.
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la Velle, L and Georgeson, J (2017) Developing teacher confidence in robotics and computation: case studies from a collaborative European project. In: European Conference on Educational Research (ECER), 21 - 25 August 2017, University College, Copenhagen, Denmark.
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la Velle, L and Reynolds, K (2017) BERTiE: British Educational Research Tool Integrating Engagement. In: EARLI Biennial Conference, 29 August - 2 September 2017, University of Tampere, Finland.
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la Velle, L (2017) Teacher education knowledge: what counts? In: ICET 61st World Assembly, 29 June 2017, Brno, Czech Republic.
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la Velle, L and Reynolds, K (2017) BERTiE: British Educational Research Tool: evaluation challenges of a digital innovation for evidence-based engagement in initial teacher education. In: ATEE Winter Conference: Teacher Education and Digital Technology, 14 - 16 February, 2017, Utrecht, Netherlands.
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la Velle, L and Ovenden-Hope, T (2016) Use of evidence-based curriculum development resources: tried, tested and trusted. In: Hibernia College Research Conference, 3 November 2016, Dublin, Ireland.
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la Velle, L and Ceponis, E (2016) Geographical and mobile information technologies and phenology in European schools: state of the art. In: ERIDOB 2016 Eleventh Conference of European Researchers in Didactics of Biology, 5 - 9 September 2016, Karlstad, Sweden.
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Ovenden-Hope, T and la Velle, L (2016) Tried, tested and trusted: school teachers' responses to translational research for knowledge mobilisation (MESHGuides) in curriculum planning for spelling. In: BERA Annual Conference, 13 - 15 September 2016, University of Leeds, Leeds, UK.
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la Velle, L and Georgeson, J (2016) Robotics and computation for primary schools in the 21st century: a European curriculum map and needs analysis. In: European Conference on Educational Research (ECER), 23 - 26 August 2016, University College, Dublin, Ireland.
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Georgeson, J, Blandon, C, la Velle, L and Edwards-Jones, A (2016) Teachers鈥� reflections on professional development during an online international course to promote teaching for 21st century learning: a comparative analysis. In: European Conference on Educational Research (ECER), 23 - 26 August 2016, University College, Dublin, Ireland.
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la Velle, L and Ovenden-Hope, T (2016) Tried, tested and trusted: a study of primary school teachers in England use of evidence based online resources for curriculum development. In: ICET 60th World Assembly, 18 - 21 July 2016, Kingston, Jamaica.
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la Velle, L (2016) Preparing and supporting early stage teachers to achieve quality teachers for all by 2030. Knowledge mobilization through translational research: new ways of working. In: ICET 60th World Assembly, 18 - 21 July 2016, Kingston, Jamaica.
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Ovenden-Hope, T and la Velle, L (2015) Translational research in education for knowledge mobilisation: a study of use and teacher perception in primary schools in England, UK. In: ECER 2015: Budapest Education and Transition - Contributions from Educational Research, 7 - 11 September 2015, Corvinus University of Budapest, Hungary.
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Georgeson, J, Blandon, C and la Velle, L (2015) Teachers鈥� use of iPads in modern foreign language lessons: a comparative international enquiry. In: ECER 2015: Budapest Education and Transition - Contributions from Educational Research, 7 - 11 September 2015, Corvinus University of Budapest, Hungary.
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Ovenden-Hope, T and la Velle, L (2015) Further and higher educations research collaboration: translational research for a knowledge mobilisation intervention for teacher CPD. In: BERA Annual Conference, 15-17 September 2015, Queen鈥檚 University, Belfast, Northern Ireland.
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Georgeson, J, la Velle, L and Blandon, C (2015) Learning a modern foreign language: effort, gender and motivation. In: BERA Annual Conference, 15-17 September 2015, Queen鈥檚 University, Belfast, Northern Ireland.
commissioned_report
Ares Fandi帽o, L, Trigo Miranda, M, Fern谩ndez Morante, C, Fraga Lago, B, Cebreiro L贸pez, B, Dwyer, C, Tuckwell, G, la Velle, L, Georgeson, J, Blandon, C and Horrell, J (2015) Improving attitudes and learning in a second Language through the increased use of ICT - IALICT. Xunta de Galicia, Santiago de Compostela, Spain.
commissioned_report
Reynolds, D, Nichol, J, la Velle, L, Gunraj, J, Goulbourn, J, Iji, N, Parkinson, G, Sutton, C, MacLeod, I and Koshy, V (2010) Aiming higher: the Plymouth and Peninsula Tri-Level Model (PPM) for school/HE links - putting the university into school and community. University of Plymouth, Faculty of Education, Plymouth. ISBN 9781841022376
other
la Velle, L (2017) Redefining teacher education for the post-2015 era: global challenges and best practices [book review]. Journal of Education for Teaching, 43 (1). pp. 120-122. ISSN 0260-7476