Daniel Cottle

Daniel Cottle is Associate Professor of Physics Education at the University of Birmingham, holding a joint appointment between the School of Physics and Astronomy and the School of Education across the Colleges of Engineering and Physical Sciences and Social Sciences. With 15 years of experience as a secondary school physics teacher and science department leader in West Midlands state schools before joining the university, he brings extensive practical knowledge to his academic role.

His educational background includes an MSci (Hons) in Physics from the University of Birmingham (2001), PGCE in Secondary Science Education from Sheffield Hallam University (2003), and an MSc in Teacher Education from the University of Oxford (2021). He is currently pursuing doctoral research at Oxford focused on undergraduate physics students who choose teaching careers.

Cottle's research centers on improving physics teaching and learning while widening access to physics for diverse student populations. His work spans physics teacher education, in-service professional development, outreach activities, and education research. Key interests include addressing physics teacher recruitment and retention challenges, exploring the relationship between physics education and climate anxiety, investigating international teacher education, and developing effective technology use in teacher training through simulation and 360-video approaches.

His recent publications demonstrate a consistent focus on widening participation in physics, teacher development pathways, and innovative approaches to physics education. The research shows increasing emphasis on addressing diversity in physics, developing online outreach programs, and creating sustainable pathways for physics teachers through mentorship and professional development.

• 2024 Institute of Physics Daphne Jackson Medal and Prize for exceptional contributions to physics education
• Chartered Physicist designation
• Fellow of the Higher Education Academy

Cottle leads multiple significant initiatives including the EPS Futures Foundation Year program (a fully funded foundation year for disadvantaged students), the national Levelling Up: Physics outreach project, and public engagement physics lectures. He serves as Programme Lead for PGCE (QTS) Science: Physics and Engineers Teach Physics, and Module Lead for several courses. He actively partners with the Institute of Physics, Ogden Trust, and Physics Partners, and participates in national policy debates on physics curriculum and teacher recruitment.

As national academic lead for Levelling Up: Physics and College-wide lead for widening participation in Engineering and Physical Sciences, Cottle has developed innovative approaches to address systemic barriers in physics education. His EPS Futures program represents a pioneering whole lifecycle approach to inclusion in physics education, connecting school outreach with university access and teacher development.