Position/Status

PGCE Primary Programme Manager

E-mail Address

jw322@cam.ac.uk

Phone

01223 767562

Qualifications

BEd (Hons), MA - Effective Learning (distinction)

Primary Certificate in Health and Well-being Coaching

Membership of Professional Bodies/Associations

Bye-fellow Homerton College

British Educational Research Association

• APTE (Association for Partnership in Teacher Education) member
• UCET (University Council for the Education of Teachers) member
• Reviewer for Teacher Development Journal

Profile

Jane is currently Course Manager for the Primary PGCE course, a role she has had for 13 years.  During that time, the course has had three successful 'outstanding' Ofsted inspections and has been the highgest ranked primary PGCE course nationally across all routes into teaching (Good Teacher Training Guide, 2017).  Jane has responsibility for overseeing all elements of the course including Partnership with over 200 local schools and settings.  

Before coming to the Faculty, Jane taught in primary schools for 15 years and was a senior manager in a junior school in Essex. During this time she was responsible for the induction of NQTs in the school and science subject leader. She worked for Essex Local Authority as a science advisor and for the London Borough of Enfield as a support teacher for PE. Jane has been involved in teacher education since 1999, firstly at Homerton College, then following reorganisation, at the Faculty of Education, University of Cambridge. Her teaching has focused on primary Professional Studies (including pedagogy, assessment and general professional issues) Physical Education, primary Science and Design & Technology.   Jane is particularly interested in teachers' professional development in the area of mentoring and co-ordinates the Experienced Mentors’ twilight course. She has developed two CD-roms focusing on mentor training, as part of a regional initiative. Jane has been involved in a number of Faculty-based research projects including the SKIMA project led by Dr Tim Rowland, which has developed an internationally recognised framework , the Knowledge Quartet, for identifying the mathematical content knowledge of teachers as revealed in practice. In addition, Jane was a core member of the ChAT project (Children Articulating Thinking): an internally funded project which examined the role of classroom talk in the development of Year 1 children's metacognition and self-regulation.

• Mentoring
• Men in Primary
• Teacher Development
• Professional Studies
• Primary Science
• Primary Physical Education
• Primary Design and technology

Research Interests

• Mentoring in ITE
• Men in Primary
• Developing a pedagogy for metacognition and self-regulation
• Teacher Development

Current Research Projects

• Dialogic Mentoring
• Men in Primary

Course Involvement

Primary PGCE course
Mentoring

Publications

Warwick, J. & Wolpert, M.A. (2018) Making the most of your placements. In Arthur, J. and Cremin, T. (Eds.).  Learning to teach in the primary school (4th ed). Oxon: Routledge.

Klassen, R., Durksen, T., Kim, L. E., Patterson, F., Rowett, E., Warwick, J., Warwick, P. & Wolpert, M. A. (2016). Developing a Proof-of-Concept Selection Test for Entry into Primary Teacher Education Programs. International Journal of Assessment Tools in Education (IJATE), 4, 2, 96-114

Coltman, P., Warwick, J., Wilmott, J., Pino Pasternak, D. & Whitebread, D. (2013) Teachers co-constructing pedagogical practices to support children’s exploratory talk and self-regulation: the Children Articulating Thinking (ChAT) project. In D. Whitebread, N. Mercer, C. Howe & A. Tolmie (Eds.). Self-regulation and dialogue in primary classrooms. British Journal of Educational Psychology Monograph Series II: Psychological Aspects of Education – Current Trends, No. 10. (pp. 127-146). Leicester: BPS.

Warwick, J., Warwick, P., Linklater, H. & Coltman, P. (2013) Developing primary trainee teachers’ professional identity on an initial teacher education course: linking course structure, professional relationships and pedagogic understanding. In M. Evans (ed) Teacher Education and Pedagogy: theory, policy and practice. Cambridge: Cambridge University Press

Warwick, J., Warwick, P. & Hopper, B. (2012) A male only support group in Early Years and Primary initial teacher education: moving them beyond the 'freak show'. Teacher Development, 16, 1, 55-76 (Available online: http://www.tandfonline.com/doi/abs/10.1080/13664530.2012.669602)

Warwick, P., Stephenson, P., Warwick, J. (previously Webster) and Bourne, J. (2003) Developing pupils' written expression of procedural understanding through the use of writing frames in science: findings from a case study approach, in International Journal of Science Education, Vol. 25, No.2, 173-192

Coltman, P and Warwick, J. (2004) Science Clips, London: BBC Worldwide Limited

Coltman, P and Warwick, P. and Warwick, J. (2003) Revisewise: Science Study Book, London: BBC Worldwide Limited

Conferences

The Centre for Early Years Education at Peking University 1-10 November 2017
Faculty of Education, University of Cambridge
10 day workshop for Chinese delegates exploring Early Years education and Initial Teacher Education in England.

Education Panel Discussion: Teach First? Learn First? How should teachers be trained in 2017?

Homerton College September 2017

Cambridge Primary Review Trust Conference November 2016
Encouraging trainees and early career teachers as educational researchers

UCET National Conference November 2016
Birmingham Metropole Hotel, Birmingham
Supporting male teachers in primary schools: perceptions and issues associated with being a ‘role model’ with Simon Brownhill

The Educated Brain at School: Late Childhood and Adolescence October 27th 2016
Murray Edwards College, Cambridge
Stakeholders Response

UCET National Conference November 2014
Birmingham Metropole Hotel, Birmingham
How trainee teachers develop individual professional identities on an initial teacher education course.

NASUWT Primary Members' Conference July 2010
Wyboston Lakes Conference Centre
Moving male trainee teachers beyond the ‘freak show’: Perspectives of male trainees on mechanisms instituted to support them during their PGCE year.

UCET Annual Conference November 2010
Hinckley Island Hotel, Leicestershire
Learning together through ChAT: teachers’ learning through using dialogue to develop children’s metacognition and regulation in Year 1.

Conference for Curriculum Developers, Assessment Professionals and Classroom Practitioners: education policy and classroom practice July 2010
Esibayani Lodge, Matsapha, Swaziland

Is there a pedagogy of formative assessment?
Conference for Curriculum Developers and Educators March 2009
Gabarone, Botswana (Keynote with Paul Warwick)

Considering Assessment for Learning in primary and secondary classrooms Supported by the University of Cambridge Examinations Syndicate & the Botswana Examination Council
Conference for Curriculum Developers June 2008

Southern Africa curriculum developers’ conference
Cape Town, SA (Keynote with Paul Warwick)
Assessment for Learning in the classroom: principles, strategies and issues in primary and secondary classrooms
Supported by the University of Cambridge Examinations Syndicate & the Education Department of South Africa

ASTME September 2007
Rajiv Ghandi Science Centre, Mauritius The realities of assessment in the classroom: case studies in primary teaching
Supported by the University of Cambridge Examinations Syndicate & the Education Department of South Africa