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Professor Rachel Lofthouse


Professor Rachel Lofthouse
Contact Details
Professor Rachel Lofthouse

Professor

Carnegie School Of Education

0113 81 22326 R.M.Lofthouse@leedsbeckett.ac.uk

About Professor Rachel Lofthouse

Rachel Lofthouse is Professor of Teacher Education in the Carnegie School of Education. She has a specific research interest in professional learning, exploring how teachers learn and how they can be supported to put that learning into practice. 

Rachel joined Leeds Beckett University in July 2017, and has established the Research and Practice Centre ‘CollectivED: The Mentoring and Coaching Hub’.

Rachel is a teaching educator and researcher. Her interest starts with student teachers, but extends to teachers and educators at all career stages and in all sectors. Ensuring that teachers keep learning is critical when the policy and practice landscapes of education keep shifting. Rachel has a particular interest in how teachers learn through approaches such as coaching, mentoring, lesson study, professional enquiry and inter-professional practice. She marries these interests with a concern for the development of innovative pedagogies and curriculum design. Key to all of these are the opportunities for that professionals at all stages of their career and in all roles have for dialogue and creative and critical thinking.

Rachel works with student teachers and their school-based mentors, teacher coaches, postgraduate students and school leaders as well as a range of educational practitioners, including those interested in community curriculum development and professional coaching for speech and language support in multicultural early years and primary settings. She encourages professionals to find practices through which they can build their workplace expertise while developing critical reflection and their ability to contribute to, and draw productively on, the knowledge base for teaching and learning. Rachel has published in peer-reviewed journals on the subjects of coaching and mentoring, the innovative use of video to support practice development, practitioner enquiry and professional learning. She also writes regularly for professional publications and websites. Through these diverse roles she supports individuals to make a positive impact on the educational outcomes for their own learners and communities.

Prior to taking up her current role in July 2017 Rachel was senior lecturer at Newcastle University, and co-director for the Research Centre for Learning and Teaching (CfLaT).

Research Interests

Rachel’s ongoing research is orientated towards the transformation of professional learning through partnerships of scholarship and practice development. She continues to research how educational workplaces can both offer, and constrain, professional learning, with a current focus on coaching and lesson study and the inter-relationships between practice, well-being, professional learning and leadership. Teacher recruitment and retention are challenges both in the UK and internationally and Rachel’s research relates to creating opportunities for teachers to experience career success and the knowledge that their contribution makes a difference to learners, colleagues and communities. In all of these areas of work there is a focus on teacher learning and self-determination, professional collaboration and collective efficacy. Rachel’s research recognises the need to develop professionals who demonstrate adaptive expertise and who benefit from and contribute to ecological agency.

Selected Publications

Journal articles (19)

  • Lofthouse RM (In press), In conversation with Rachel Lofthouse. Practice
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  • Lofthouse RM (2019), A legacy of learning. Impact Journal of the Chartered College of Teaching(5), p. 1-4.
    View Repository Record
  • Lofthouse RM (2018), Coaching in Education: a professional development process in formation. Professional Development in Education, vol. 45 (1), p. 33-45.
    https://doi.org/10.1080/19415257.2018.1529611
    View Repository Record
  • Lofthouse RM (2018), Re-imagining mentoring as a dynamic hub in the transformation of initial teacher education: The role of mentors and teacher educators. International Journal of Mentoring and Coaching in Education, vol. 7 (3), p. 248-260.
    https://doi.org/10.1108/IJMCE-04-2017-0033
    View Repository Record
  • Lofthouse RM (2018), A virtuous circle: Making the most of mentoring. The Profession: The annual publication for early career teachers(1)
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  • Lofthouse RM; Cowie K (2018), Joining the dots: Using lesson study to develop metacognitive teaching. Impact: Journal of The Chartered College of Teaching(3)
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  • Lofthouse RM; Flanagan J; Wigley B (2018), Talking it through: using specialist coaching to enhance teachers' knowledge from speech and language sciences. Impact: : Journal of The Chartered College of Teaching(2), p. 85-88.
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  • Clark J; Laing K; Leat D; Lofthouse RM; Thomas U; Tiplady L; Woolner P (2017), Transformation in interdisciplinary research methodology: The importance of shared experiences in landscapes of practice. International Journal of Research and Method in Education, vol. 40 (3), p. 243-256.
    https://doi.org/10.1080/1743727X.2017.1281902
  • Lofthouse RM; Flanagan J; Wigley B (2015), A new model of collaborative action research; theorising from inter-professional practice development. Educational Action Research, vol. 24 (4), p. 519-534.
    https://doi.org/10.1080/09650792.2015.1110038
    View Repository Record
  • Leat D; Reid A; Lofthouse RM (2015), Teachers' experiences of engagement with and in educational research: what can be learned from teachers' views?. Oxford Review of Education, vol. 41 (2), p. 270-286.
    https://doi.org/10.1080/03054985.2015.1021193
  • Leat D; Lofthouse RM; Thomas U (2015), Implementing Enquiry and Project-based Learning - Revolution or Evolution?. Education Today, vol. 65 (2), p. 12-17.
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  • Lofthouse RM (2014), Engaging in educational research and development through teacher practitioner enquiry; a pragmatic or naïve approach?. Education Today, vol. 64 (4), p. 13-19.
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  • Lofthouse RM; Thomas U (2014), Mentoring student teachers; a vulnerable workplace learning practice. International Journal of Mentoring and Coaching in Education, vol. 3 (3), p. 201-218.
    https://doi.org/10.1108/IJMCE-03-2014-0010
    View Repository Record
  • Lofthouse RM; Hall E (2014), Developing practices in teachers' professional dialogue in England: using Coaching Dimensions as an epistemic tool. Professional Development in Education, vol. 40 (5), p. 758-778.
    https://doi.org/10.1080/19415257.2014.886283
    View Repository Record
  • Lofthouse RM; Leat D (2013), An Activity Theory Perspective on Peer Coaching. International Journal of Mentoring and Coaching in Education, vol. 2 (1), p. 8-20.
    https://doi.org/10.1108/20466851311323050
  • Robson S; Wall K; Lofthouse RM (2012), Raising the profile of innovative teaching in Higher Education? Reflections on the EquATE project.. International Journal of Teaching and Learning in Higher Education, vol. 25 (1), p. 92-102.
  • Lofthouse RM; Wright DG (2012), Teacher education lesson observation as boundary crossing. International Journal of Mentoring and Coaching in Education, vol. 1 (3), p. 89-103.
    https://doi.org/10.1108/20466851211262842
  • Lofthouse RM; Thomas U; Cole S (2011), Creativity and Enquiry in Action: a case study of cross-curricular approaches in teacher education. Teacher Education Advancement Network Journal, vol. 2 (1), p. 1-21.
  • Lofthouse RM; Birmingham P (2010), The camera in the classroom: video-recording as a tool for professional development of student teachers. Teacher Education Advancement Network Journal, vol. 1 (2)

Books (2)

  • McGrane J; Lofthouse RM (2017) Developing Outstanding Teaching and Learning: Creating a Culture of Professional Development to Improve Outcomes. . 2 Optimus.
  • ed. (2010) Developing Outstanding Teaching and Learning: Creating a culture of professional development to improve outcomes. . Optimus Education eBooks.

Chapters (3)

  • Lofthouse RM; McElwee S; King C; Lofthouse C (2017) Lesson Study: an Opportunity for Collaborative Teacher Inquiry. In: Lofthouse RM; McElwee S; King C; Lofthouse C Teachers and Teacher Educators Learning Through Inquiry: International Perspectives. Kielce-Kraków: Wydawnictwo Attyka, pp. 63-79.
    View Repository Record
  • Lofthouse RM; Hall E; Wall K (2012) Practitioner Enquiry. In: Lofthouse RM; Hall E; Wall K Research Methods in Educational Leadership and Management. London: Sage Publications Ltd, pp. 170-187.
  • Lofthouse RM; Leat D; Towler C (2012) Improving Coaching by and for School Teachers. In: Lofthouse RM; Leat D; Towler C SAGE Handbook of Mentoring and Coaching in Education. : , pp. .

Conference contributions (21)

  • Lofthouse RM (2019) Narratives of collaboration in practice; discourses, dimensions and diversity in collaborative professional development Krakow, Poland 20190516. : .
    View Repository Record
  • Lofthouse RM (2019) Metacognition: supporting teachers and learners as thinkers Scotch Corner Hotel 20190405. : .
  • Lofthouse RM (2019) Coaching: catching the zeitgeist and making it work to improve learning at all levels in your school London 20190226. : .
    View Repository Record
  • Lofthouse RM (2019) Using coaching and mentoring to focus on the curriculum in action Holborn, London 20190223. : .
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  • Lewis H; Briggs M; Holweck T; Hunter J; Erkkilä R; Perunka S; Lofthouse R (2019) Mentoring, coaching and collaborative dialogue to support professional learning throughout teachers' career paths; exploring roles, responsibilities, tensions and opportunities. Stavanger, Norway 20190108. : .
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  • Lofthouse RM (2019) Primary teachers learning from Specialist Coaching for Communication-rich Pedagogies Stavanger, Norward 20190108. : .
  • Lofthouse RM (2018) Unique places, universal professional challenges; learning from Western Quebec mentoring, coaching and induction practice Aston University, Birmingham 20181116. : .
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  • Lofthouse RM (2018) Beyond the buzzword; why bother with coaching for CPD Manchester Enterprise Academy, Manchester 20181114. : .
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  • Lofthouse RM; Glazzard J; Iredale A; Dutton C; Riley S (2018) Snakes and Ladders: interrogating school - university research partnerships from the inside out Northumbira University, Newcastle upon Tyne 20180911. : .
  • Flanagan J; Wigley B (2018) Talking and learning, how video reflective practice coaching with speech and language therapists can support children's language for learning. 20180707. : .
  • Lofthouse RM (2018) Mentoring; engaging with heart, mind and soul for the good of the profession Manchester Metropolitan University 20180705. : .
  • Lofthouse RM (2018) Liberating the learning; tackling the complexities of mentoring through our 'sayings, doings and relatings' 20180705. : .
  • Lofthouse RM (2018) Mentoring; engaging with heart, mind and soul for the good of the profession Sheffield Hallam University 20180629. : .
  • Lofthouse RM (2018) Re-imagining teacher education; letting go of the constraints and thinking differently London 20180623. : .
  • Lofthouse RM (2018) Coaching from within; Moving coaching forward by understanding its architecture Whittlebury Hall, Towcester 20180615. : .
    View Repository Record
  • Lofthouse RM (2018) Coaching in Education: a professional development process in formation Bialystok, Poland 20180607. : .
    View Repository Record
  • Lofthouse RM (2018) Twister: Creating a professional future where teachers can lean on each other, laugh with each other and learn from each other through coaching. Leeds 20180519. : .
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  • Lofthouse RM (2018) COACHING: putting hearts and minds into professional and personal development Leeds 20180317. : .
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  • Lofthouse RM (2017) Developing space for [trans]formative mentoring Manchester University 20171208. : .
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  • Lofthouse RM (2017) Bridge over troubled water: Rebuilding professional learning in landscapes of professional complexity Vale of Glamorgan, Cardiff 20171124. : .
  • Lofthouse RM; Davies P; Davies D; Greenway C (2017) New professionals in formation: how do student teachers conceptualize their own learning? Dubrovnik, Croatia 20171023. : .
    View Repository Record

Internet publications (1)

  • Flanagan J; Wigley B; Lofthouse RM (2017), Developing the use of communication rich pedagogies in classrooms using Video Enhanced Reflective Practice informed methodologies as a vehicle for teacher and speech and language therapist continuing professional development. Attuned Interactions

Lectures (1)

  • Lofthouse RM (2018), Teachers' Learning Matters: Exploring lessons from research and practice.

Open educational resources (2)

  • Laing K; Todd L (2015), Theory-based Methodology: Using theories of change for development, research and evaluation.
  • Lofthouse RM; Tiplady L (2011), Creative Partnerships: Creating purpose, permission and passion for outdoor learning in school ground.

Reports (3)

  • Lofthouse RM; Rose A (2019) EVALUATION OF THE METACOGNITION IN SERVICE SCHOOLS SSIF INITIATIVE: An end of project report for the Swaledale Teaching Alliance. . Leeds: .
    View Repository Record
  • Leat D; Lofthouse RM; Reid A (2014) Teachers' views: perspectives on research engagement. . BERA/RSA.
    View Repository Record
  • Lofthouse RM; Leat D; Towler C (2010) Improving Teacher Coaching in Schools; A Practical Guide. . National College for Teaching and Leadership.

Working papers (2)

  • Lofthouse RM (2018), Long live metacognition, lessons learned from a life in the field. CollectivED Working Papers Issue 4
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  • Lofthouse RM (2018), Supporting children's speech and language development through inter-professional coaching; a case study of collaboration. CollectivED Working Papers Issue 3
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