Position/Status

Associate Teaching Professor - Programme Manager - EY&P PGCE

E-mail Address

jmw215@cam.ac.uk

Phone

+ 44 (0)1223 336282

Qualifications

• MEd (Distinction), Primary Education, University of Cambridge
• PGCE Primary, University of Cambridge
• BA (Hons) Spanish & Latin American Studies, University of Nottingham

Membership of Professional Bodies/Associations

• United Kingdom Literacy Association: National Council and Eastern Region Rep
• The English Association
• National Association for the Teaching of English
• Chartered College of Teaching

Profile

John-Mark is an experienced educator in both Primary and higher education settings. He began his career in education as a TEFL teacher and enjoyed teaching English to students from a range of diverse countries and cultures. After gaining a PGCE at The University of Cambridge, he spent several years teaching across EYFS, KS1 and KS2 in a number of middle and senior leadership roles. During his time working in schools, John-Mark worked as an Assistant Headteacher in two contrasting settings and was also seconded to support various school improvement projects across the local area. He was a Leading Teacher of Literacy and EAL for Cambridgeshire and a Specialist Leader of Education for Primary English, EAL and Initial Teacher Education. He also worked as a lecturer at Anglia Ruskin University where he taught on the BA (Hons) Primary Education Studies degree. John-Mark is currently Co-Course Manager of the Primary PGCE; he also supervises on the Primary Education MEd and Transforming Practice MEd. His main research interests include Primary English; pedagogy surrounding the teaching of children who speak English as an additional language; Primary languages and the professional learning of teachers. In addition to his work at the Faculty of Education, John-Mark is also a regional representative for the United Kingdom Literacy Association where he sits on the National Council. 

Research Topics

• English teaching in primary schools
• Children and literature
• Children’s writing
• Teacher education
• Developing teachers as writers
• Use of technology to develop reflective practice
• Primary Languages

Current Research Project(s)

• A collaborative self-study using narrative methodology to explore the ways in which beginning primary teachers construct their professional identities

Publications

• 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. 
• Wyse, D., Bradford, H., & Winstanley, J-M. (2023) Teaching English, Language and Literacy. London: Routledge.
• Winstanley, J-M. & Moule, L. (2020) Teachers as Writers. In E. Hargreaves & L. Rolls (Eds.) Reimagining professional development in schools (Chapter 10). London: Routledge
• Fox, K., Clarke, J., Warwick, J., Winstanley, J-M. (2019) Rethinking Spaces for Learning: Designing A Curriculum with Freedom and Flexibility at its Heart. In J. Biddulph & J. Flutter (Eds.) Inspiring primary curriculum design (Chapter 4). London: Routledge
• Walsh, N., Driver, P., Jakes, T. and Winstanley, J-M. (2018) Developing Trainee Teacher Understanding of Pedagogy and Practice Using 360 Degree Video and an Interactive Digital Overlay, Impact (Special Issue January 2019: Education Technology).