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Dr Mhairi Beaton

About Dr Mhairi Beaton

Dr Mhairi Beaton is Senior Lecturer in Special Educational Needs at the Carnegie School of Education.

After completing a Bachelor of Education at University of Edinburgh, Mhairi Beaton worked as a primary school teacher in Highland Region in the north of Scotland. Whilst still working as a classroom teacher, Mhairi concurrently completed her Masters in Education as a distance student with the University of Aberdeen and achieved Chartered Teacher status with the General Teaching Council of Scotland.

Following the successful completion of the Masters in Education, Mhairi was appointed as a lecturer to University of Aberdeen School of Education where she taught on the Masters in Autism and Learning programme and developed and led the Masters in Inclusive Practice programme.

Mhairi completed her Ph.D entitled ‘Engaged Voices? An exploration of the development of learner identity’ during her time at University of Aberdeen in addition to involvement in a number of externally funded research projects focusing on teacher education and inclusion.

Current Teaching

Since joining the staff at Leeds Beckett University, Mhairi has led the PGSenco online course.

Research Interests

Mhairi’s research interest lie at the interface of inclusion, student voice and teacher education. She is particularly interested in the lived experiences of children and young people in learning environments and how hearing the voices of those children and young people and acting collaboratively with them might lead to more inclusive, participatory learning situations.

Mhairi is currently working on a transnational European funded project entitled PROLEA – professional learning in complex settings. The project examines how portfolio and reflection can facilitate teacher learning in the complex settings across a number of European countries.

Selected Publications

Journal articles (7)

Books (1)

  • Beaton M; Hirshberg D; Maxwell G; Spratt J ed. (2019) Including the North: Comparative study of Inclusion Policies in the Circumpolar North. Rovaniemi, Lapland, Finland: University of Lapland Press.

Chapters (4)

  • Beaton M (2020) Old Learning, New Learning: The Need for Teacher Educator Critical Reflection. In: Swennen A; White E Being a Teacher Educator. Abingdon, Oxon: Taylor and Francis, pp. .
  • Hirshberg D; Maxwell G; Beaton M; Spratt J (2019) Editor's Introduction. In: Beaton M; Hirshberg D; Maxwell G; Spratt J Including the North: A Comparative Study of the Policies on Inclusion and Equity in the Cirumpolar North. Rovaniemi: University of Lapland, pp. 13-20.
  • Beaton M; Spratt J (2019) Inclusion Policies in Two UK Countries - Vernacular Responses to Global Influence. In: Beaton M; Hirshberg D; Maxwell G; Spratt J Including the North: A Comparative Study of the Policies on Inclusion and Equity in the Circumpolar North. Rovaniemi: University of Lapland, pp. 71-88.
  • Beaton M; Spratt J (2017) Professional Learning to support the Development of Inclusive Curricula. In: Teacher Education for the Changing Demographics of Schooling Issues for Research and Practice. : Springer, pp. .
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