Dr Paul Warwick

BED BSC MED

Photograph of Dr Paul Warwick
Photograph of Dr Paul Warwick
Profile Image
Photograph of Dr Paul Warwick

Dr Paul Warwick is engaged in a range of research and teaching activities in the Faculty that link directly with his interests in primary science education, the uses of technology in teaching and learning, and the professional development of trainee and beginning teachers. His research has focused on young pupils' developing understanding of the scientific approach to enquiry, the role of the technologies in the development of a dialogic classroom pedagogy and the development of teacher learning through lesson study. He has an interest in classroom assessment practices and the development of teachers as reflective practitioners - in particular, the ways in which beginning teachers create and sustain a professional identity.

Subject areas

Dialogue as a tool for learning (a member of the CEDiR research group at the Faculty of Education) Technology in teaching and learning Science for the 3-13 age range Teacher learning Formative assessment

Research Interests
  • Dialogue as a tool for learning (a member of the CEDiR research group at the Faculty of Education)
  • Technology in teaching and learning
  • Science for the 3-13 age range
  • Teacher learning
  • Formative assessment
Teaching And Professional Interests

Paul is a member of Early Years and Primary Masters PGCE team, focusing on courses in Science, Computing & ICT, and Researching Practice. He is Chair of Examiners for Section 1 (Assignments) for the Primary PGCE, runs the Men's Support Group and has responsibility for managing the use of the course learning platform. He makes contributions to Masters courses, supervises on the PhD and EdD, and has acted as external examiner for Initial Teacher Education at three HEIs; he has also acted as external examiner for the EdD for the Open University. He has been a reviewer for the journals 'Computers and Education', 'International Journal of Educational Research', 'Journal of Computer Assisted Learning', 'Research in Science and Technology Education', 'Learning, Media and Technology', 'Journal of Biological Education', 'Language and Education' and the 'Curriculum Journal'. He is a founder member of OracyCambridge, a study centre at Hughes Hall, Cambridge, established in 2015.

Links to online publications, articles or other work
  • Dudley, P., Warwick, P., Vrikki, M., Vermunt, J. D., Mercer, N., Van Halem, N. & Færøyvik Karlsen, A.M. (2019). Implementing a new mathematics curriculum in the UK: Lesson Study as a driver for professional dialogue and teacher learning. In R. Huang, A. Takahashi & J. P. da Ponte (eds), Theory and Practice of Lesson Study in Mathematics: An international perspective. New York, US:Springer.
  • Vermunt, J.D., Vrikki, m., van Halem, N., Warwick, P. & Mercer, N. (2019). The impact of Lesson Study professional development on the quality of teacher learning. Teaching and Teacher Education, 81, 61-73. Available online: https://doi.org/10.1016/j.tate.2019.02.009
  • Warwick, P., Vrikki, M., Færøyvik Karlsen, A.M., Dudley, P. & Vermunt, J. D. (2019) The role of pupil voice as a trigger for teacher learning in Lesson Study professional groups. Cambridge Journal of Education. Available online first
  • Cook, V., Warwick, P., Vrikki, M., Major, L. & Wegerif, R. (2019) Developing material-dialogic space in geography learning and teaching: combining a dialogic pedagogy with the use of a microblogging tool. Thinking Skills and Creativity, Volume 31, Pages 217-231. Available online first
  • Cook, V., Warwick, P., Boggis, S., Chadwick, D., Makepeace, S. & Davis, C. (2019) Developing collaboration, communication and critical thinking using a micro-blogging tool. Impact, Special Edition - Education Technology. Chartered College of Teaching. London: Redactive Media Group, pp 57-59. Available online
  • Major, L., Warwick, P., Rasmussen, I., Ludvigsen, S., & Cook, V. (2018). Classroom dialogue and digital technologies: A scoping review. Education and Information Technologies. Volume 23, Issue 5, pp 1995–2028
  • Warwick, P. & Dawes, L. (2018) Dialogic Teaching & Learning. Knowledge of Literacy (The journal of the National Centre for Reading, Denmark). Available online
  • Mercer, N., Hennessy, S. & Warwick, P. (2017). Dialogue, Thinking Together and Digital Technology in the Classroom: Some Educational Implications of a Continuing Line of Inquiry. International Journal of Educational Research. Available Online First
  • Mercer, N., Ahmed, A. & Warwick, P. (2017). Identifying and assessing students' spoken language skills. Impact, Issue 1.Chartered College of Teaching UK
  • Vermunt, J. D., Vrikki, M., Warwick, P. & Mercer, N. (2017). Connecting Teacher Identity Formation to Patterns in Teacher Learning. In D.J. Clandinin & J. Husu (Eds) The Sage Handbook of Research on Teacher Education, Chapter 8. London: Sage. pp143-159
  • Hennessy, S., Dragovic, T. & Warwick, P. (2017). A Research-Informed, School-Based Professional Development Workshop Programme to Promote Dialogic Teaching with Interactive Technologies. Professional Development in Education, 44, 2, 145-168
  • Vrikki, M., Warwick, P., Vermunt, J.D., Mercer, N. & van Halem, N. (2017). Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions. Teaching and Teacher Education. 61, 211-224
  • Mercer, N., Warwick, P. & Ahmed, A. (2017). An Oracy Assessment Toolkit: linking research and development in the assessment of students’ spoken language skills at age 11-12. Learning & Instruction. 48, 51-60
  • Klassen, R., Durksen, T., Kim, L. E., Patterson, F., Rowett, E., Warwick, J., Warwick, P. & Wolpert, M. A. (2016). Developing a Proof-of-Concept Selection Test for Entry into Primary Teacher Education Programs. International Journal of Assessment Tools in Education (IJATE), 4, 2, 96-114
  • Hassler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nicholl, B. (2016). Perspectives on Technology, Resources and Learning: productive classroom practices, effective teacher professional development. Cambridge: Faculty of Education University of Cambridge. (Report commissioned by ARM, www.arm.com)
  • Warwick, P., Vriki, M., Vermunt, J., Mercer, N. & van Halem, N. (2016). Connecting observations of student and teacher learning outcomes: an examination of Lesson Study discussions in mathematics. ZDM: The International Journal on Mathematics Education. 48(4), 555-569. Available at: https://rdcu.be/6w1N
  • Danielsson, A. & Warwick, P. (2015). Identity and Discourse: Gee's discourse analysis as a way of approaching the constitution of primary science teacher identities, in L. Avraamidou (ed) Studying Science Teacher Identity: theoretical, methodological and empirical explorations. Rotterdam: Sense Publishers
  • Warwick P., Shaw, S. & Johnson, M. (2014). Assessment for Learning in International Contexts: approaches and challenges in researching teacher values and practices. The Curriculum Journal, 26, 1, 39-69.
  • Pollard, A., with Black-Hawkins, K., Cliff-Hodges, G., Dudley, P., James, M., Linklater, H., Swaffield, S., Swann, M., Turner, F., Warwick, P., Winterbottom, M. & Wolpert, M. A. (2014). Reflective Teaching in Schools. London: Bloomsbury (reflective teaching.co.uk)
  • Hennessy, S., Warwick, P., Brown, L., Rawlins, D. & Neale, C. (2014). Developing interactive teaching and learning using the IWB: a resource for teachers. Maidenhead: Open University Press. Details at McGraw-Hill.
  • Hennessy, S. & Warwick, P. (2014). Using Theory in Research to Stimulate New Ways of Framing and Supporting Classroom Dialogue, in S. Hennessy, Bridging between Research and Practice: supporting Professional Development through Collaborative Studies of Classroom Teaching with Technology. Rotterdam: Sense Publishers. pp 265-282
  • Danielsson, A. & Warwick, P. (2013). Primary science teaching as a constellation of practices: the complex identity negotiations of primary student teachers in the context of teaching science. Research in Science Education, Vol 44, 2, 289-305
  • Warwick, P., Mercer, N., & Kershner, R. (2013). ‘Wait, let’s just think about this’: using the interactive whiteboard and talk rules to scaffold learning for co-regulation in collaborative science activities. Learning, Culture and Social Interaction, Vol 2, 1, 42-51
  • Flitton, L. & Warwick P. (2013). From classroom analysis to whole school professional development: promoting talk as a tool for learning across school departments. Professional Development in Education, 39, 1, 99-121
  • Shaw, S., Johnson M. and Warwick, P. (2013). Understanding Assessment for Learning: values and practices across diverse contexts. Research Matters, 15, 17-28 (Journal of the Cambridge Assessment Network).
  • Warwick, P. & Dawes, L. (2013). 'It's not just a magic show': creativity and primary science. In R. Jones & D. Wyse (eds) Creativity and the Primary Curriculum. Abingdon: Routledge.
  • Warwick, J., Warwick, P., Linklater, H. & Coltman, P. (2013). Developing primary trainee teachers’ professional identity on an initial teacher education course: linking course structure, professional relationships and pedagogic understanding. In M. Evans (ed) Teacher Education and Pedagogy: theory, policy and practice. Cambridge: Cambridge University Press
  • Warwick, P. & Chaplain, R. (2013). Research with younger children: issues and approaches. In E. Wilson (ed) School-based Research: a guide for education students, 2nd. Edition. London: Sage
  • Ludvigsen, S., Rasmussen, I., Rødnes, K.A., Johansen Frøytlog, J-I., Warwick, P., Major, L. & Smørdal, O. - Learning as Gap-Closing in and Across Subjects: Digitalised Dialogues Across the Curriculum. In Åsa Mäkitalo, Todd Nicewonger & Mark Elam (Eds) Designs for experimentation and inquiry: Approaching learning and knowing in digital transformation.
2
3