معرفی
Phil Kirkman is an Associate Professor at Anglia Ruskin University's School of Education, Faculty of Arts, Humanities, Education and Social Sciences. He serves as course leader for ARU's MBA in Educational Leadership and Management and manages education partnerships with schools and colleges. His research integrates teacher development with organizational learning to advance equity in education through evidence-informed practice.
Education:
- PhD Education, University of Cambridge
- MPhil Educational Research, University of Cambridge
- PGCE, University of Durham
- BA (Hons) Music, University of Durham
His research centers on Professional Enquiry, Teacher Education, Educational Leadership, and Technology-Mediated Development. Kirkman develops frameworks for organizational learning where teachers and leaders co-create research-informed practices that address educational inequities. His work bridges theory and practice through collaborative projects with schools.
Recent publications (2020-2023) reveal consistent focus on research-informed practice in educational leadership, pandemic impacts on school transitions, and digital technology integration. His Norwich Opportunity Area projects demonstrate applied research in transition management, while his theoretical work advances reflective practice models like Self-Reflective Shapes.
Scientific Awards:
- Fellow of Society for Education and Training
- Fellow of Royal Society for Arts, Manufactures and Commerce
- Professional Affiliate of the Chartered College of Teaching
- Rising Stars Public Engagement Fellowship
Kirkman actively supervises doctoral research on professional enquiry, teacher development, and leadership. His grant portfolio includes:
- Academically asymmetrical paired mentoring (EEF, 2023-2024)
- Primary teachers' social media perceptions during pandemic (ARU, 2021-2023)
- Norwich Opportunity Area transitions (Norfolk CC, 2021-2023)
- Teacher development through blended learning (Erasmus, 2013-2015)
He serves on the Cambridgeshire Hub Board, Cambridge Teaching Schools Network, Leadership East, and Cambridgeshire Culture Foundation, while contributing to the Dialogic Pedagogy journal editorial board. His community engagement extends to local charity trusteeships and international educational consultancy.
