Leeds Beckett University - City Campus,
Woodhouse Lane,
LS1 3HE
Victoria Worthington
Course Director
Victoria is a Course Director within Interdisciplinary Studies at the Carnegie School of Education. She teaches on a range of modules related to primary education, professional development and academic skills.
About
Victoria is a Course Director within Interdisciplinary Studies at the Carnegie School of Education. She teaches on a range of modules related to primary education, professional development and academic skills.
Victoria’s approach to teaching and learning is influenced by her experience as a primary teacher, working in schools across London and West Yorkshire. As such, she enjoys supporting both undergraduate and postgraduate students to develop their knowledge and practice in areas related to primary pedagogies, learning environments and approaches to assessment.
In addition to her school-based experience, Victoria has worked as a Study Skills Tutor within Higher Education Institutions. This enables her to provide targeted support in core areas such as academic writing, research design and methodology, and effective time management. Her integrated approach bridges theory and practice, supporting students to succeed both within their academic programmes and in future professional settings.
Research interests
Victoria is currently completing an interdisciplinary PhD in collaboration with the University of Sheffield and the Chatsworth House Trust. Building on her school-based experience, this research explores the impact of learning outside the classroom on both learners and educators. As such, she is interested in a range of related topics including education policy, learning spaces and participatory research methods.
Victoria submitted and was awarded her PhD in June 2026.
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Publications (1)
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Hopes, Hiccups and Aspirations of Doctoral Researchers Doing Participatory Research: Reflections From a Creative and Collaborative Research Project
31 August 2026
International Review of Qualitative Research SAGE Publications
Mishra A, White L, Liddiard K, Amanullah P, Basahal ZMO, Belfield AR, Darley DJM, Mufti M, Phillips S, Rivers KO, Sawyer TE, Simon EM, Smith S, Vince-Myers B, Wang S, Worthington VParticipatory research methods are increasingly prioritised, including by researchers at the start of their doctoral journeys. This article builds upon a project in a UK Russell Group university that focused on the experiences of doctoral/postgraduate researchers (PGRs) doing participatory research. Building upon collaborative workshops with 20 PGRs, we reflect upon the creative processes that gathered insights into the hopes, hiccups and aspirations of PGRs doing participatory research. Our findings indicate that while doctoral research remains positioned as an individual endeavour, PGRs are committed to participatory research but need time, space, resources and dialogue to enable them to pursue more equitable and inclusive research methodologies. We conclude with a call to action that enables PGRs to showcase the power of their participatory work. Our article contributes to understandings of doctoral researchers’ experiences by utilising our own creative and participatory agendas and provides novel approaches via our diverse, creative and lively methodologies.
