About
Sarah Steadman is a researcher in the field of teacher education, focusing on teacher identity, initial teacher education, and policy analysis. Her work contributes to UN Sustainable Development Goals related to quality education. She has published extensively on topics such as teacher identity development, pandemic impacts on education, and educational policy reform. Her 2020 doctoral thesis examined trainee teachers' experiences across different postgraduate training routes in England.
Research Interests:
- Teacher identity formation and professional development
- Policy shifts in initial teacher education
- Challenges in teacher recruitment and retention
- Impact of global crises (e.g., pandemic) on teacher training
- Systematic reviews of teacher education literature
Literature Trends: Her recent work emphasizes pandemic-related disruptions to teacher training, the interplay between policy and teacher quality, and the theoretical frameworks underpinning teacher identity. She employs qualitative methodologies like ethnographic research and thematic analysis.
Collaborations: Collaborations include studies with institutions in England exploring secondary school teacher development and pandemic impacts. Key co-authors include Towers, Rushton, and Gibbons.
Lab/Team Affiliation: Not explicitly stated in available materials, though her research involves interdisciplinary educational studies teams.
