Maggie Pitfield
Staff details
Maggie is a Senior Lecturer and Head of the Department of Educational Studies. Prior to joining the department in 2002 she taught Drama and English, and latterly Media Studies, in London secondary schools, a career spanning some 24 years. Maggie has had considerable experience as a Head of English. She was also Chair of Harrow Teachers’ Consultative Committee for a number of years, and was a member of the BBC English Education Consultative Group.
Research interests include flexible learning models in ITE: the experiences of student-teachers and the role of the school mentor. She has also researched the perspectives of student-teachers and trainees pursuing different routes into English teaching. Maggie’s recent research explores the relationship between drama and English in secondary school curriculum, and the contribution that drama makes to teaching and learning in English. She is currently pursuing PhD studies in this area at the Institute of Education, London.
Teaching
Maggie is a course tutor for the secondary English PGCE and coordinator, with Emma Snowden, of the Flexible PGCE Programme. She is a tutor on the MA Education: CLI programme in the module Children’s Literature and Cultural Diversity, and on the newly-established MA Writer-Teacher. Maggie also teaches on the Performing Arts in the Community module of the BA ECS degree.
Professional projects
Maggie has been invited to speak at a number of conferences across the UK. She has presented at Goldsmiths' Centre for Arts and Learning, the ESCalate ITE conference at Glyndwr University, the BERA Literacy and Language Conference at the University of Reading, the SCULTREA conference at University of Sussex, and internationally at the National Youth and Risk Conference at Georgia Southern University, USA.
Publications
Book Section
A Pedagogy of Possibilities: Drama as Reading Practice
Pitfield, Maggie. 2016. A Pedagogy of Possibilities: Drama as Reading Practice. In: Anna Hickey Moody and Tara Page, eds. Arts, Pedagogy and Cultural Resistance: new materialisms. London, UK: Rowman and Littlefield International, pp. 95-111. ISBN HB 978-1-7834-8486-7
Article
The impact of curriculum hierarchies on the development of professional self in teaching: student-teachers of drama negotiating issues of subject status at the interface between drama and English
Pitfield, Maggie. 2013. The impact of curriculum hierarchies on the development of professional self in teaching: student-teachers of drama negotiating issues of subject status at the interface between drama and English. Pedagogy, Culture and Society, 21(3), pp. 401-426. ISSN 1468-1366
Transforming subject knowledge:drama student-teachers and the pursuit of pedagogical content knowledge
Pitfield, Maggie. 2012. Transforming subject knowledge:drama student-teachers and the pursuit of pedagogical content knowledge. Research in Drama Education: The Journal of Applied Theatre and Performance, 17(3), pp. 425-442. ISSN 1356-9783
Student-teachers of secondary drama and the pursuit of pedagogical subject knowledge
Pitfield, Maggie. 2012. Student-teachers of secondary drama and the pursuit of pedagogical subject knowledge. Research in Drama Education: The Journal of Applied Theatre and Performance., 17(3), pp. 425-442. ISSN 1356-9783
Re-constructing the relationship between drama and English: Student-teachers’ perspectives at the end of an initial teacher education year
Pitfield, Maggie. 2011. Re-constructing the relationship between drama and English: Student-teachers’ perspectives at the end of an initial teacher education year. English in Education: Special Issue 'Life Made Conscious: the Drama of English', 45(1), pp. 52-71. ISSN 0425-0494
How Student-teachers Approach the Teaching of Reading: At the Interface Between Personal History, Theory and Practice
Pitfield, Maggie and Macleroy Obied, Vicky. 2010. How Student-teachers Approach the Teaching of Reading: At the Interface Between Personal History, Theory and Practice. Changing English, 17(1), pp. 35-44. ISSN 1358-684X
Teachers' experiences of mentoring on a flexible initial teacher education programme: implications for partnership development
Pitfield, Maggie and Morrison, Liz. 2009. Teachers' experiences of mentoring on a flexible initial teacher education programme: implications for partnership development. Journal of Education for Teaching, 35(1), pp. 19-32. ISSN 0260-7476
Routes into English teaching: beginning teachers’ reflections on college-based and school-based Initial Teacher Education programmes
Coles, Jane and Pitfield, Maggie. 2006. Routes into English teaching: beginning teachers’ reflections on college-based and school-based Initial Teacher Education programmes. Changing English: Studies in Culture and Education, 13(3), pp. 283-292. ISSN 1358-684X
Flexibility in initial teacher education: implications for pedagogy and practice
Morrison, Liz and Pitfield, Maggie. 2006. Flexibility in initial teacher education: implications for pedagogy and practice. Journal of Education for Teaching, 32(2), pp. 185-196. ISSN 0260-7476
Making a crisis out of a drama: the relationship between English and Drama within the English curriculum for ages 11-14
Pitfield, Maggie. 2006. Making a crisis out of a drama: the relationship between English and Drama within the English curriculum for ages 11-14. Changing English, 13(1), pp. 97-109. ISSN 1358-684X
Conference or Workshop Item
Explore The Big Draw
Johnston, John; Pitfield, Maggie; Macleroy Obied, Vicky and Page, Tara. 2011. 'Explore The Big Draw'. In: Explore The Big Draw. Goldsmiths, London, United Kingdom.
Blurring
Page, Tara; Pitfield, Maggie; Johnston, John and Macleroy Obied, Vicky. 2010. 'Blurring'. In: Blurring. Goldsmiths, London, United Kingdom.
