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Jane Warwick


PGCE Primary Programme Manager

E-mail Address


01223 767562


BEd (Hons); Cantab

MA - Effective Learning (distinction); University of London

Primary Certificate in Health and Well-being Coaching; ICSP

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

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Jane is an Associate Teaching Professor at the Faculty of Education, University of Cambridge. She is an experienced teacher educator and is course manager for the one-year Primary PGCE course, a role she has had for 16 years. During that time, the course has had three successful 'outstanding' Ofsted inspections and continues to attract high quality applicants who go on to become very successful teachers once they have qualified. Jane has responsibility for overseeing all elements of the course including liaison with over 100 local Partnership schools and settings.
Jane has been involved in teacher education since 1999, firstly at Homerton College, then 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 supporting beginning trainees’ wellbeing. As such, Jane has worked closely with Professor Steve Peters to share his Skills for Life programme with the trainees which supports their psychological health and wellbeing, including resilience.
She has developed two interactive teacher development resources 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. This framework has been adapted by the Primary team to support mentors in developing beginning teachers’ subject knowledge across the whole primary curriculum. 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.
Before coming to the Faculty, Jane taught in primary schools for 15 years and was a senior manager in a junior school in Essex. From the beginning of her career Jane has been interested in teacher education supporting other colleagues to develop their practice. , specifically through the roles within her school of induction tutor for newly/recently qualified teachers and science subject lead and more widely working with experienced teachers to develop their practice as science advisor for Essex Local Authority and a PE support teacher in the London Borough of Enfield.
• Mentoring
• Wellbeing – for trainees, mentors and children
• Teacher Development
• Professional Studies
• Men in Primary
• Primary Physical Education

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Research Interests

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

Current Research Projects

  • Dialogic Mentoring
  • Men in Primary

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Course Involvement

Primary PGCE course

Level 2 Mentoring Course 

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Warwick, J., Winstanley, J.M. & Wolpert, M.A. (2024) Capitalising on professional practice. In Cremin, T., Hendry, H.& Harrison, A. (Eds.). Learning to teach in the primary school (5th ed). Oxon: Routledge. In press.

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:

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