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Personal profile

Research interests

Professor Andy Hobson's research focuses on the experiences of and support for the professional learning and development of teachers, especially trainee, newly and recently qualified teachers. He has particular interests in teacher wellbeing and mentoring. He has published widely, led a large number of research (and research and development) projects, and supervises doctoral students in these areas.

Amongst Andy's scholarly contributions, he is responsible for coining the term 'judgementoring' (Hobson & Malderez 2013) and for the development of the ONSIDE Mentoring framework (Hobson 2016, 2017). He is Editor-in-Chief of the International Journal of Mentoring and Coaching in Education.

Scholarly biography

After completing a first degree in Politics (University of Lancaster) and an MA in Political Philosophy (University of York), Andy undertook a PGCE in Social Science (University of Birmingham) and began working life as a teacher of politics, sociology and economics in the secondary and further education sectors. He completed his PhD on student teachers' experiences of initial teacher preparation at the University of Leeds in 2001. He has subsequently been employed as Senior Research Officer at the National Foundation for Educational Research, Lecturer in Educational Research Methods at the University of Leeds, Associate Professor in Teacher and School Development at the University of Nottingham, and Research Professor in Education and Director of Academic Research at the Sheffield Institute of Education, Sheffield Hallam University.

Andy took up his current post as Professor of Teacher Learning and Development and Head of Education Research at the University of Brighton in January 2014. He has been appointed to the expert panel for Education for REF 2021, the UK's system for assessing the excellence of research in higher education institutions.

Supervisory Interests

Andy is interested to work with applicants seeking to conduct research relating to the professional learning, development and/or well-being of teachers and other professionals. Specific foci include but are not restricted to studies of:

  • Teachers’ early professional learning
  • Teacher well-being
  • Mentoring for early career teachers / professionals
  • Mentoring across professions
  • Judgementoring
  • ONSIDE Mentoring

External positions

Editor: International Journal of Mentoring & Coaching in Education

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Research Output

  • Open Access
    File
  • ONSIDE Mentoring: a framework for supporting professional learning, development and well-being

    Hobson, A., Feb 2020, The Wiley International Handbook of Mentoring: Paradigms, Practices, Programs, and Possibilities. Irby, B. J., Searby, L., Boswell, J. N., Kochan, F. & Garza, R. (eds.). New Jersey: John Wiley & Sons, Inc., p. 521-545 24 p.

    Research output: Chapter in Book/Conference proceeding with ISSN or ISBNChapter

  • The Terrors of Judgementoring and the Case for ONSIDE Mentoring for Early Career Teachers

    Hobson, A., 1 Mar 2017, The SAGE Handbook of Mentoring. Clutterbuck, D. A., Kochan, F. K., Laura, L., Dominguez, N. & Haddock-Millar, J. (eds.). London: Sage Publications, p. 335-357 23 p.

    Research output: Chapter in Book/Conference proceeding with ISSN or ISBNChapter

  • Open Access
    File