معرفی
Michael Inglis is a Lecturer in Science Education at the School of Education, University of Leeds, Faculty of Social Sciences. He joined the university in 2012 after serving as a teacher educator at Liverpool John Moores University and working as a physics teacher in London and Hertfordshire secondary schools. His international experience includes two years with VSO in Ethiopia supporting national teacher development programs.
His educational qualifications include:
- Doctorate in Education (EdD)
- PGCert Learning and Teaching in Higher Education
- PGCE Secondary Science (Physics) Education
- MSc Geophysics
- BSc Physics
Dr Inglis specializes in science education with dual research foci on initial teacher education and language in science education. His doctoral work examined student teachers' subject knowledge conceptualization during Physics Subject Knowledge Enhancement courses. He served as Co-Investigator on the ESRC-funded Linguistic Challenges of the Transition from Primary to Secondary School project using corpus linguistics to analyze academic language shifts, and the EEF/Wellcome-funded ASCENTS 121 Support for Science project investigating STEM undergraduate mentoring for disadvantaged KS4 pupils.
His professional recognition includes:
- Fellow of the Higher Education Academy (FHEA)
As an educator, Dr Inglis leads the BA Education programme and previously directed the Secondary PGCE. He supervises doctoral researchers Ed Podesta, Julian White, and Samuel Lee while mentoring postgraduates producing the Hillary Place Papers journal. His grant portfolio includes the ESRC project (ES/R006687/1) and EEF/Wellcome intervention (£565,312.6), focusing on evidence-based science education improvements through teacher development and linguistic accessibility.
He actively collaborates with the Association for Science Education and facilitates university-school partnerships for curriculum development and teacher training initiatives.
