Lesley Hope

Lesley is a Senior Lecturer in Mathematics Education (Primary), Course Lead for the Mathematics Specialist Teacher PGCert (MaST) and Year Lead for the PGCE Primary course.  She teaches across BA ITE, PGCE, School Direct Salaried, Teaching Apprentice, PGCert and MA programmes.  She is a qualified teacher with 12 years’ experience in West Sussex schools.

Lesley is a member of the strategic board of the Sussex Maths Hub and co-leads an NCETM workgroup for ITE providers.  She is also a member of the British Society for Research into Learning of Mathematics, (BSRLM) and the Association of Teachers of Mathematics (ATM).

Lesley teaches on a range of programmes within the school of education relating to mathematics education and the analysis of practice through in-situ professional inquiry.  This includes the following modules:

• EM518: Deepening Subject and Pedagogic Knowledge to Impact on Children’s Mathematical Understanding.
• EM617: Contemporary Issues in Mathematics Education
• EP612: Individual Professional Enquiry
• EP621-EP721: Professional Knowledge 5-11
• EP622-EP722: Professional Enquiry
• EV605 Education Studies
• EV753: Professional Knowledge in Education Primary 3-7
• EV754: Professional Knowledge in Education Primary 5-11
• KV710: Engaging with Postgraduate Study
• KV713: Research Project/Dissertation – MA supervision

In her teaching, Lesley aims to promote the fundamental value of deep subject and pedagogical subject knowledge and to foster creative and inquisitive dispositions and the development of habits of close observation and critical analysis of learning.

Lesley’s supervisory interests include the teaching and learning of mathematics, particularly in the early years and primary age-phases but also more broadly.  She takes a particular interest in the professional development of teachers and the impact of 21^st century policy on their professional lives.  Her research experience is primarily in qualitative methods and the deep analysis of personal experience.

Lesley’s research interests include the study of critically informed practice development and the impact of policy demands on teachers’ capacity for agency.

The focus of her MA research was an exploration of how tools and approaches for criticality, such as journaling and the use critical dialogue groups, support PGCE students to develop habits of critical reflection as they enter their chosen career.

Lesley is currently studying on the EdD programme at the University of Brighton and has recently completed Stage 1; the MRes.  Her research is designed to explore teachers' motivation to seek and engage with further professional learning, particularly related to higher academia.  She also has a deep interest in how higher levels of professional learning that include engagement with theory and research in the field impact on teachers' professional identity and personal growth.