Dr Michael Inglis
Lecturer in Science Education
I joined the University of Leeds in 2012. I was previously a teacher educator at Liverpool John Moores University and a physics teacher in secondary schools in London and Hertfordshire. I have a PGCE in Secondary Science (Physics) Education and a PGCert in Learning & Teaching in Higher Education.
Throughout 2006-2007 I worked in Ethiopia with VSO (Voluntary Service Overseas1), where I supported teacher educators and school teachers as part of a national CPD programme.
Before becoming a teacher I worked in the oil industry as a geophysicist with Texaco, where I designed and managed the acquisition and processing of seismic data. I have a BSc in Physics and an MSc in Geophysics.
My main research interests are in the areas of pre-service teacher education and the teaching and learning of science. My doctoral research was on student teachers’ experiences and subject knowledge conceptualisations during a pre-service Physics Subject Knowledge Enhancement (SKE) course. SKE courses support graduates without a physics Bachelor degree to develop their knowledge of physics so they can then enter a pre-service PGCE course to become secondary school physics teachers. I was recently the co-investigator, with Dr Indira Banner, for a project funded by the Ogden Trust to evaluate one of its School Science Partnerships. I also developed chapters for a recent book about implementing effective practical work in school science, edited by Ian Abrahams and Michael Reiss. I am currently developing research with colleagues at King’s College London and Southampton University about Physics PGCE students’ experiences of selecting a pre-service route.
I lead the Secondary PGCE programme and teach the Physics PGCE course. I am also involved in teaching and co-developing the PGCert in Education programme for the Red Kite Alliance SCITT (School-Centred Initial Teacher Training). I currently co-supervise five doctoral researchers and supervise student dissertations on the MA Teaching and MA Education and Professional Enquiry programmes.
‘The development of physics subject knowledge by student science teachers’, Hilary Place Papers, 1 (2014), 1-11,
‘Insights from a Subject Knowledge Enhancement Course for Preparing New Chemistry and Physics Teachers’, School Science Review, 94.349 (2013), 101-107,