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Professor Rachel Lofthouse

Professor

Rachel Lofthouse is Professor of Teacher Education in the Carnegie School of Education. She has a specific research interest in professional learning, exploring how teachers learn and how they can be supported to put that learning into practice.

Rachel joined Leeds Beckett University in July 2017, and has established the Research and Practice Centre ‘CollectivED: The Mentoring and Coaching Hub’.

Rachel is a teaching educator and researcher. Her interest starts with student teachers, but extends to teachers and educators at all career stages and in all sectors. Ensuring that teachers keep learning is critical when the policy and practice landscapes of education keep shifting. Rachel has a particular interest in how teachers learn through approaches such as coaching, mentoring, lesson study, professional enquiry and inter-professional practice. She marries these interests with a concern for the development of innovative pedagogies and curriculum design. Key to all of these are the opportunities for that professionals at all stages of their career and in all roles have for dialogue and creative and critical thinking.

Rachel works with student teachers and their school-based mentors, teacher coaches, postgraduate students and school leaders as well as a range of educational practitioners, including those interested in community curriculum development and professional coaching for speech and language support in multicultural early years and primary settings. She encourages professionals to find practices through which they can build their workplace expertise while developing critical reflection and their ability to contribute to, and draw productively on, the knowledge base for teaching and learning. Rachel has published in peer-reviewed journals on the subjects of coaching and mentoring, the innovative use of video to support practice development, practitioner enquiry and professional learning. She also writes regularly for professional publications and websites. Through these diverse roles she supports individuals to make a positive impact on the educational outcomes for their own learners and communities.

Prior to taking up her current role in July 2017 Rachel was senior lecturer at Newcastle University, and co-director for the Research Centre for Learning and Teaching (CfLaT).

Research Interests

Rachel’s ongoing research is orientated towards the transformation of professional learning through partnerships of scholarship and practice development. She continues to research how educational workplaces can both offer, and constrain, professional learning, with a current focus on coaching and lesson study and the inter-relationships between practice, well-being, professional learning and leadership. Teacher recruitment and retention are challenges both in the UK and internationally and Rachel’s research relates to creating opportunities for teachers to experience career success and the knowledge that their contribution makes a difference to learners, colleagues and communities. In all of these areas of work there is a focus on teacher learning and self-determination, professional collaboration and collective efficacy. Rachel’s research recognises the need to develop professionals who demonstrate adaptive expertise and who benefit from and contribute to ecological agency.

0113 81 22326
R.M.Lofthouse@leedsbeckett.ac.uk
Carnegie Hall, 121, Headingley Campus

Carnegie School of Education

Ask Me About

Self-determination
Professional learning
Professional collaboration
Teacher training
Teaching

Selected Outputs

Lofthouse R; Gunning C (2022) A Manifesto for Attuned Teaching. In: McGovern W; Gillespie A; Woodhouse H ed. Understanding Safeguarding for Children and their Educational Experiences: a guide for Students, ECTs and School Support Staff. Croydon, UK: Emerald,
Lofthouse R; Turu Porcel M (2022) Enabling and sustaining early career learning through coaching and mentoring. In: Ovendon-Hope T ed. The Early Career Framework: Origins, outcomes and opportunities. John Catt Education,
Lofthouse RM (2018) Changing the landscape through professional learning. In: Netolicky D; Andrews J; Paterson C ed. Flip the System Australia: What matters in education.. Routledge,
Lofthouse RM; McElwee S; King C; Lofthouse C (2017) Lesson Study: an Opportunity for Collaborative Teacher Inquiry. In: Boyd P; Szplit A ed. Teachers and Teacher Educators Learning Through Inquiry: International Perspectives. Kielce–Kraków: Wydawnictwo Attyka, www.attyka.net.pl, pp. 63-79.
Lofthouse RM; Hall E; Wall K (2012) Practitioner Enquiry. In: Briggs A; Coleman M; Morrison M ed. Research Methods in Educational Leadership and Management. London: Sage Publications Ltd, pp. 170-187.
Lofthouse RM; Leat D; Towler C (2012) Improving Coaching by and for School Teachers. In: Fletcher S; Mullen C ed. SAGE Handbook of Mentoring and Coaching in Education.

Lofthouse RM (2019) Narratives of collaboration in practice; discourses, dimensions and diversity in collaborative professional development. In: TEPE; Teacher Education Policy in Europe, 16 May 2019 - 18 May 2019, Krakow, Poland.
Lofthouse RM (2019) Metacognition; supporting teachers and learners as thinkers. In: Metacognition in Action, 5 April 2019, Scotch Corner Hotel.

http://www.swaledalealliance.org/projects/ssif-project/ssif-metacognition-in-action-conference/
Lofthouse RM (2019) Coaching: catching the zeitgeist and making it work to improve learning at all levels in your school. In: Whole Education 9th Annual Conference, 26 February 2019, London.

http://www.wholeeducation.org/pages/overview/peoples_stories/822,0/whole_education_conferences.html
Lofthouse RM (2019) Using coaching and mentoring to focus on the curriculum in action. In: British Curriculum Forum; Re-imagining a curriculum for teacher knowledge, 23 February 2019, Holborn, London.

https://www.bera.ac.uk/group/british-curriculum-forum
Lewis H; Briggs M; Holweck T; Hunter J; Erkkilä R; Perunka S (2019) Mentoring, coaching and collaborative dialogue to support professional learning throughout teachers’ career paths; exploring roles, responsibilities, tensions and opportunities. In: ICSEI Congress 2019, 8 January 2019 - 12 January 2019, Stavanger, Norway.

https://www.icsei.net/
Lofthouse RM (2019) Primary teachers learning from Specialist Coaching for Communication-rich Pedagogies. In: ICSEI Congress 2019, 8 January 2019 - 12 January 2019, Stavanger, Norward.

https://www.icsei.net/
Lofthouse RM (2018) Unique places, universal professional challenges; learning from Western Quebec mentoring, coaching and induction practice. In: IPDA International Conference 2018, 16 November 2018 - 17 November 2018, Aston University, Birmingham.

http://ipda.org.uk/
Lofthouse RM (2018) Beyond the buzzword; why bother with coaching for CPD. In: Teacher Development Trust; Coaching in Schools, dialogue to drive performance, 14 November 2018, Manchester Enterprise Academy, Manchester.

https://tdtrust.org/
Lofthouse RM; Glazzard J; Iredale A; Dutton C; Riley S (2018) Snakes and Ladders: interrogating school - university research partnerships from the inside out. In: BERA Annual Conference 2018, 11 September 2018 - 13 September 2018, Northumbira University, Newcastle upon Tyne.
Flanagan J; Wigley B (2018) Talking and learning, how video reflective practice coaching with speech and language therapists can support children’s language for learning. In: Derby Research School Conference #evidenceintoaction, 7 July 2018.
Lofthouse RM (2018) Liberating the learning; tackling the complexities of mentoring through our ‘sayings, doings and relatings’. In: Education Partnerships Conference, 5 July 2018, Manchester Metropolitan University.

https://www2.mmu.ac.uk/stepd/secondary/partnerships/events/detail/?id=8657
Lofthouse RM (2018) Mentoring; engaging with heart, mind and soul for the good of the profession. In: Education Partnerships Conference, 5 July 2018, Manchester Metropolitan University.

https://www2.mmu.ac.uk/stepd/secondary/partnerships/events/detail/?id=8657
Lofthouse RM (2018) Mentoring; engaging with heart, mind and soul for the good of the profession. In: Developing Outstanding Mentoring across the SHU Partnership, 29 June 2018, Sheffield Hallam University.
Lofthouse RM (2018) Re-imagining teacher education; letting go of the constraints and thinking differently. In: BERA Alternative Education SIG Event. SIG Alternative ways of educating teachers to educate children differently: What do curriculum, assessment and pedagogy look like when ‘done differently’?, 23 June 2018, London.
Lofthouse RM (2018) Coaching from within; Moving coaching forward by understanding its architecture. In: National Coaching Symposium, 15 June 2018, Whittlebury Hall, Towcester.
Lofthouse RM (2018) Coaching in Education: a professional development process in formation. In: 2018 ATEE Spring Conference ‘Designing Teacher Education and Professional Development for the 21st Century: Current Trends, Challenges and Directions for the Future’, 7 June 2018 - 9 June 2018, Bialystok, Poland.

http://atee2018bialystok.uwb.edu.pl/wp-content/uploads/2017/12/ATEE_2018_Spring-Conference_4_06_2018.pdf
Lofthouse RM (2018) Twister: Creating a professional future where teachers can lean on each other, laugh with each other and learn from each other through coaching. In: 5th Northern Rocks Education Conference 2018, 19 May 2018, Leeds Beckett University.

https://northernrocks2018.wordpress.com/
Lofthouse RM (2018) COACHING: putting hearts and minds into professional and personal development. In: 2nd Women Leading in Education Yorkshire and Humberside Conference 2018, 17 March 2018, Leeds.

http://www.womenleadingineducationyh.co.uk/
Lofthouse RM (2017) Developing space for [trans]formative mentoring. In: NW ITT Network, 8 December 2017, Manchester University.
Lofthouse RM (2017) Bridge over troubled water: Rebuilding professional learning in landscapes of professional complexity. In: International Professional Development Association (IPDA) International Conference, 24 November 2017 - 25 November 2017, Vale of Glamorgan, Cardiff.

http://ipda.org.uk/events-3/ipda-international-conference/2017-ipda-conference/
Lofthouse RM; Davies P; Davies D; Greenway C (2017) New professionals in formation: how do student teachers conceptualize their own learning?. In: ATEE Annual Conference: Changing Perspectives and Approaches in Contemporary Teaching, 23 October 2017 - 25 October 2017, Dubrovnik, Croatia.

https://www.atee2017.org/

Knight J; Munro C; van Nieuwerburgh C (2021) Curious Convos Webinar - Instructional Coaching: Balancing Inquiry and Advocacy.
Cehic N (2021) Coaching and Mentoring with Professor Rachel Lofthouse.

Flanagan J; Wigley B; Lofthouse RM (2017) Developing the use of communication rich pedagogies in classrooms using Video Enhanced Reflective Practice informed methodologies as a vehicle for teacher and speech and language therapist continuing professional development [Online]

Available from: https://attunedinteractions.wordpress.com/2017/04/19/developing-the-use-of-communication-rich-pedagogies-in-classrooms-using-video-enhanced-reflective-practice-informed-methodologies-as-a-vehicle-for-teacher-and-speech-and-language-therapist-continuing/

Lofthouse RM (In press) In conversation with Rachel Lofthouse. Practice, 13 (1), pp. 4-8.

https://doi.org/10.1080/25783858.2019.1591778
Lofthouse R; Beaton M; Kools Q; Kopp E (2021) Valuing knowledge exchange and professional learning for educational inclusion: understanding professional dilemmas in policy and practice contexts. Pedagógusképzés, 20 (48), pp. 5-26.

http://ojs.elte.hu/pedagoguskepzes/article/view/1754
Lofthouse R; Whiteside R; Rose A (2021) Understanding coaching efficacy in education through activity systems: privileging the nuances of provision. International Journal of Mentoring and Coaching in Education

https://doi.org/10.1108/IJMCE-02-2021-0036
Lofthouse R (2021) Creating the engine room for professional learning: Explaining a research-based model. Impact Journal of The Chartered College of Teaching, (13),

https://impact.chartered.college/article/creating-the-engine-room-for-professional-learning/
Lofthouse R; Hollweck T (2021) Contextual coaching: levering and leading school improvement through collaborative professionalism. International Journal of Mentoring and Coaching in Education

https://doi.org/10.1108/IJMCE-01-2021-0019
Beaton MC; Thomson S; Cornelius S; Lofthouse R; Kools Q; Huber S (2021) Conceptualising Teacher Education for Inclusion: Lessons for the Professional Learning of Educators from Transnational and Cross-Sector Perspectives. Sustainability, 13 (4), pp. 2167-2167.

https://doi.org/10.3390/su13042167
Lofthouse RM (2019) A legacy of learning. Impact Journal of the Chartered College of Teaching, (5),

https://impact.chartered.college/article/a-legacy-of-learning/
Lofthouse RM (2018) Re-imagining mentoring as a dynamic hub in the transformation of initial teacher education: The role of mentors and teacher educators. International Journal of Mentoring and Coaching in Education, 7 (3), pp. 248-260.

https://doi.org/10.1108/IJMCE-04-2017-0033
Lofthouse RM (2018) A virtuous circle: Making the most of mentoring. The Profession: The annual publication for early career teachers, (1),

https://impact.chartered.college/article/lofthouse-virtuous-circle-mentoring/
Lofthouse RM; Cowie K (2018) Joining the dots: Using lesson study to develop metacognitive teaching. Impact: Journal of The Chartered College of Teaching, 3

https://impact.chartered.college/article/lofthouse_cowie_lesson_study_metacognition_teaching/
Lofthouse RM; Flanagan J; Wigley B (2018) Talking it through: using specialist coaching to enhance teachers’ knowledge from speech and language sciences. Impact: Journal of The Chartered College of Teaching, (2), pp. 85-88.

https://impact.chartered.college/article/lofthouses-specialist-coaching-teachers-speech-language-science/
Lofthouse RM (2018) Coaching in Education: a professional development process in formation. Professional Development in Education, 45 (1), pp. 33-45.

https://doi.org/10.1080/19415257.2018.1529611
Clark J; Laing K; Leat D; Lofthouse RM; Thomas U; Tiplady L; Woolner P (2017) Transformation in interdisciplinary research methodology: The importance of shared experiences in landscapes of practice. International Journal of Research and Method in Education, 40 (3), pp. 243-256.

https://doi.org/10.1080/1743727X.2017.1281902
Lofthouse RM; Flanagan J; Wigley B (2015) A new model of collaborative action research; theorising from inter-professional practice development. Educational Action Research, 24 (4), pp. 519-534.

https://doi.org/10.1080/09650792.2015.1110038
Leat D; Reid A; Lofthouse RM (2015) Teachers’ experiences of engagement with and in educational research: what can be learned from teachers’ views?. Oxford Review of Education, 41 (2), pp. 270-286.

https://doi.org/10.1080/03054985.2015.1021193
Leat D; Lofthouse RM; Thomas U (2015) Implementing Enquiry and Project-based Learning - Revolution or Evolution?. Education Today, 65 (2), pp. 12-17.

http://www.collegeofteachers.ac.uk/publications/education-today
Lofthouse RM (2014) Engaging in educational research and development through teacher practitioner enquiry; a pragmatic or naïve approach?. Education Today
Lofthouse RM; Thomas U (2014) Mentoring student teachers; a vulnerable workplace learning practice. International Journal of Mentoring and Coaching in Education, 3 (3), pp. 201-218.

https://doi.org/10.1108/IJMCE-03-2014-0010
Lofthouse RM; Hall E (2014) Developing practices in teachers’ professional dialogue in England: using Coaching Dimensions as an epistemic tool. Professional Development in Education, 40 (5), pp. 758-778.

https://doi.org/10.1080/19415257.2014.886283
Lofthouse RM; Leat D (2013) An Activity Theory Perspective on Peer Coaching. International Journal of Mentoring and Coaching in Education, 2 (1), pp. 8-20.

https://doi.org/10.1108/20466851311323050
Robson S; Wall K; Lofthouse RM (2012) Raising the profile of innovative teaching in Higher Education? Reflections on the EquATE project. International Journal of Teaching and Learning in Higher Education, 25 (1), pp. 92-102.

http://files.eric.ed.gov/fulltext/EJ1016475.pdf
Lofthouse RM; Wright DG (2012) Teacher education lesson observation as boundary crossing. International Journal of Mentoring and Coaching in Education, 1 (3), pp. 89-103.

https://doi.org/10.1108/20466851211262842
Lofthouse RM; Thomas U; Cole S (2011) Creativity and Enquiry in Action: a case study of cross-curricular approaches in teacher education. Teacher Education Advancement Network Journal, 2 (1), pp. 1-21.

http://194.81.189.19/ojs/index.php/TEAN/article/viewFile/71/124
Lofthouse RM; Birmingham P (2010) The camera in the classroom: video-recording as a tool for professional development of student teachers. Teacher Education Advancement Network Journal, 1 (2),

http://194.81.189.19/ojs/index.php/TEAN/article/viewFile/59/70

Lofthouse RM (2018) Teachers’ Learning Matters: Exploring lessons from research and practice.

Laing K; Todd L (2015) Theory-based Methodology: Using theories of change for development, research and evaluation.

http://www.ncl.ac.uk/media/wwwnclacuk/cflat/files/theory-based-methodology.pdf
Lofthouse RM; Tiplady L (2011) Creative Partnerships: Creating purpose, permission and passion for outdoor learning in school ground.

http://www.ncl.ac.uk/media/wwwnclacuk/cflat/files/creative-partnerships.pdf

Lofthouse RM; Rose A (2019) EVALUATION OF THE METACOGNITION IN SERVICE SCHOOLS SSIF INITIATIVE: An end of project report for the Swaledale Teaching Alliance [Online]. Leeds:
Lofthouse RM; Leat D; Reid A (2014) Teachers’ views: perspectives on research engagement [Online]. BERA/RSA.

Available from: http://www.bera.ac.uk/project/%20research-and-teacher-education
Lofthouse RM; Leat D; Towler C (2010) Improving Teacher Coaching in Schools; A Practical Guide [Online]. National College for Teaching and Leadership.

Available from: https://www.gov.uk/government/publications/coaching-for-teaching-and-learning-a-practical-guide-for-schools

Lofthouse RM (2018) Long live metacognition, lessons learned from a life in the field.
Lofthouse RM (2018) Supporting children’s speech and language development through inter-professional coaching; a case study of collaboration.

McGrane J; Lofthouse RM (2017) Developing Outstanding Teaching and Learning: Creating a Culture of Professional Development to Improve Outcomes. 2 Optimus.
(2010) Developing Outstanding Teaching and Learning: Creating a culture of professional development to improve outcomes. Optimus Education eBooks.