Keith Beuttell-Triggs

Approaches to Teaching

Keith’s approach to the teaching of science is underpinned by social constructivist theory. He believes that learners need to have the opportunity to share what they already know and then be encouraged and supported to develop their skills and ideas and have their misconceptions challenged. His role is to facilitate this development through elicitation, practical experience, research and review / reflection.  His keen interest in the nature of science and scientists underpin his teaching.

He was a primary school teacher from 1992 to 2003 and also led PE and Science and was an assistant headteacher and behaviour management coordinator in a large primary school.

He has been a Senior Lecturer in Primary Science Education at the University of Brighton since 2003 and has planned and taught core science modules at level4, 5 and 6 to Undergraduates and Postgraduates and also science subject modules at Level 5. He has also taught some undergraduate Level 5 Education Studies modules. He has been a dissertation supervisor for Level 6 and Masters projects.  He has been nominated by students for an Excellence in Teaching award on a number of occasions and have been successful in being granted this award on one occasion.

He has had a number of leadership and management responsibilities including Student Engagement Lead and Programme Lead on the BA Primary 3-7, 5-11 and English / Mathematics courses.  He has also been the member of staff responsible for Occupational Health referrals and liaison. He is currently a PAT tutor for Year 2 and 3 undergraduate science subject study students and sits on a number of committees.

Research Interests

As part of his Master’s degree Keith carried out action research into my use of interactive whiteboards. He has a keen interest in research relating to Primary Science Education, in particular working scientifically, the nature of science and very recently, decolonizing science and the science curriculum. He is currently reviewing the literature around decolonizing science and making adaptions to his second-year science subject module.

He is also interested in how to improve trainee teachers’ science subject knowledge and how to develop their confidence and competence when teaching science in the primary classroom.