Tracey Sheldon

Tracey Sheldon serves as Senior Lecturer in Secondary Education at the University of Wolverhampton's Faculty of Education, Health & Wellbeing, specifically within the School of Education & Psychology. She leads initial teacher education pathways for secondary modern foreign languages, designing Masters-level pedagogy modules and overseeing trainee teacher development across university and school placements.

Her academic qualifications include:

• Masters in Teaching and Learning in Higher Education - Distinction
• PGCE Secondary MFL - University of Birmingham
• BA (Joint Hons) French and Spanish - Cardiff University

Sheldon's research critically examines class-based inequity in educational settings, with current focus on social class dynamics within secondary modern foreign languages classrooms. Her Professional Doctorate investigates meaningful learning experiences for working-class pupils and how social class manifests in MFL learning environments, seeking to develop more equitable teaching methodologies through empirical classroom observation and analysis.

Scholarly output centers on systemic barriers in language education, exemplified by her 2021 conference presentation addressing class disparities. This work connects to broader educational research trends emphasizing social justice, inclusive curriculum design, and context-responsive pedagogy within subject-specific teaching.

Professional recognition includes:

• Fellow of the Higher Education Academy

As Subject Leader for Secondary MFL, Sheldon mentors all trainee teachers through personalized academic guidance and professional development oversight. Her curriculum leadership in teacher education demonstrates sustained institutional commitment to innovative pedagogy, though specific research grants remain undocumented in available materials.

Within the School of Education & Psychology, she contributes to teacher training initiatives and equity-focused research collaborations, leveraging her dual expertise in MFL instruction and social justice to shape future educator development through both practice and scholarly inquiry.