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Maria Vrikki


Research Associate

E-mail Address


+ 44 (0) 1223 7 67569


  • DPhil (PhD) in Education, University of Oxford
  • MSc in Applied Linguistics and Second Language Acquisition (Distinction), University of Oxford
  • BA in English and Linguistics, Queen Mary University of London

Membership of Professional Bodies/Associations

  • European Association for Research on Learning and Instruction (EARLI)
  • The World Association of Lesson Studies (WALS)
  • British Education Research Association (BERA)

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Maria is working as a Research Associate in the faculty. She works on the ‘Teacher Learning and Lesson Study’ project (funded by the London Schools Excellence Fund) which examines how and what teachers learn in the context of the development of a self-sustained Lesson Study community of teachers and Lead Mathematics Practitioners in the London Borough of Camden. Through a detailed analysis of teacher talk in Lesson Study, the aim is to develop measurement instruments to identify teacher learning patterns and teacher learning outcomes. Maria has also recently begun working on the Classroom Dialogue project (funded by the ESRC) which aims to examine whether and how classroom dialogue has an effect on student learning and student attitudes towards learning. 

Academic Area/Links

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Research Topics

  • Teacher learning and professional development
  • Lesson Study
  • Dialogic teaching and learning
  • Second Language Education (classroom codeswitching)
  • Early Language Learning

Research Project

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Maria has taught courses on 'Language Acquisition' and 'Teacher Professional Development for Language teachers' in the past. 

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Principal and Recent Publications

Vrikki, M., Warwick, P., Vermunt, J.D., Mercer, N. & Van Halem, N. (2017). Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions. Teaching and Teacher Education.,GtqvcH90

Vermunt, J.D., Vrikki, M., Warwick, P. & Mercer, N. (2017). Connecting teacher identity formation to patterns in teacher learning. In S.J. Clandinin & J. Husu (eds.), The SAGE Handbook of Research on Teacher Education, Chapter 8. SAGE Publications: London.

Warwick, P., Vrikki, M., Vermunt, J.D., Mercer, N. & Van Halem, N. (2016). Connecting observations of student and teacher learning: An examination of dialogic processes in Lesson Study discussions in mathematics. ZDM Mathematics Education.

Vrikki, M. (2012). Learner codeswitching: Can it be used as a tool for L2 fluency development? In A.N. Archibald (Ed.), Multilingual Theory and Practice in Applied Linguistics: Proceedings of the 45th Annual Meeting of the British Association for Applied Linguistics, 255-258.

Recent Conference Presentations

Vrikki, Vermunt, Warwick, Mercer, & Van Halem (2015). Understanding the nature of teacher learning in the Lesson Study context. Presented at the WALS Conference, Khon Kaen, Thailand.

Vermunt, Vrikki, Warwick, Mercer, & Van Halem (2015). How teachers learn in Lesson Study: Results of Cambridge research into teachers learning through talk. Presented at Pan-London Lesson Study Conference.

Vrikki (2015). How do secondary school teachers conceptualize Dialogic Teaching? Presented at IAIMTE Conference, Odense, Denmark.

Vrikki (2014). Exploring the impact of dialogic strategies employed in a Religious Education classroom: A case study. Presented at BERA Conference, London.