Bernadette Youens

Contact

• workRoom B70 Dearing
  Jubilee Campus
  Wollaton Road
  Nottingham
  NG8 1BB
  UK
• work0115 951 4507
• fax0115 846 6600
• bernadette.youens@nottingham.ac.uk

Biography

Bernie Youens joined the School of Education as a Teacher Fellow in Science Education in 1998 and was appointed to her current post as Lecturer in 2001. She is currently Director for Initial Teacher Education and Course Leader for the full-time PGCE course. She contributes to teaching on the fulltime PGCE course, the Graduate Teacher Programme, the Masters in Education, and supervises Masters and PhD students. She is a member of the Centre for Research in School and Communities.

Bernie has a PhD in science and worked in scientific research before working as a secondary science teacher. She worked as a science teacher in local comprehensive schools before her move to the School of Education.

Bernie has acted as external examiner for the University of Birmingham Science PGCE course and the Institute of Education, University of London Science PGCE course. She is currently external examiner at the University of Manchester.

Research Summary

Bernie's main area of research interest is initial teacher education with particular emphasis on mentoring beginning teachers, including the potential of pupils to contribute to beginning teacher… read more

Recent Publications

• HALL, C.J. and YOUENS, B., 2007. Re-forming the teaching work force: the case of the academic coach Educational Review. 59(2), 161-178
• COOK-SATHER, A. and YOUENS, B., 2007. Repositioning students in initial teacher preparation: a comparative descriptive analysis of learning to teach for social justice in the United States and in England Journal of Teacher Education. 58(1), 62-75
• YOUENS, B. and MCCARTHY, S., 2007. Subject knowledge development by science student teachers: the role of university tutors and school-based subject mentors Research in Science & Technological Education. 25(3), 293-306
• WATTS, R. and YOUENS, B., 2007. Harnessing the potential of pupils to influence school development Improving Schools. 10(1), 18-28

• View all publications

Bernie is a member of the Centre for Research in Schools and Communities. Her research supervision areas include:

• mentoring in initial teacher training
• pupil's perceptions of science education
• pupil's perceptions of initial teacher training gender and science education assessment

Research proposals: please email Bernie if you would like to discuss the appropriateness of your research topic. See also: School of Education research supervision areas.

Current Research

Bernie's main area of research interest is initial teacher education with particular emphasis on mentoring beginning teachers, including the potential of pupils to contribute to beginning teacher education; the impact of different routes into teaching on long-term professional development and the experiences of internationally educated teachers as they transfer their skills to a different context; beginning science teachers' understanding of the Nature of Science.

• HALL, C.J. and YOUENS, B., 2007. Re-forming the teaching work force: the case of the academic coach Educational Review. 59(2), 161-178
• COOK-SATHER, A. and YOUENS, B., 2007. Repositioning students in initial teacher preparation: a comparative descriptive analysis of learning to teach for social justice in the United States and in England Journal of Teacher Education. 58(1), 62-75
• YOUENS, B. and MCCARTHY, S., 2007. Subject knowledge development by science student teachers: the role of university tutors and school-based subject mentors Research in Science & Technological Education. 25(3), 293-306
• WATTS, R. and YOUENS, B., 2007. Harnessing the potential of pupils to influence school development Improving Schools. 10(1), 18-28
• YOUENS, B. and HALL, C., 2006. Incorporating pupil perspectives in initial teacher education: lessons from the Pupil Mentor Project Teacher Development. 10(2), 197-206
• MCCARTHY, S. and YOUENS, B., 2005. Strategies used by science student teachers for subject knowledge development: a focus on peer support Research in Science & Technological Education. 23(2), 149-162
• HALL, C.J. and YOUENS, B.N., 2005. Report on Academic Coaching in the City of Nottingham
• YOUENS, B.N., 2005. Planning for teaching and learning in science. In: Learning to teach science in the secondary school Routledge Falmer, London, New York.
• FROST, J. and YOUENS, B.N., 2005. Managing Your Professioal Development. In: Learning to Teach Science in the Secondary School
• YOUENS, B.N., 2005. Planning Lessons in Science. In: Learning to Teach Science in the Secondary School Routledge Falmer, London, New York.
• YOUENS, B.N., 2005. External Assessment and Examinations. In: Learning to teach in the secondary school Routledge Falmer, London, New York.
• YOUENS, B. and BAILEY, M., 2004. The impact of quality assurance on mentor training in initial teacher education partnerships: a UK perspective. Winnipeg: University of Manitoba. Available at: <http://www.umanitoba.ca/publications/cjeap/pdf%20files/youens_bailey.pdf>
• MCCARTHY, S.E. and YOUENS, B.N., 2004. Subject Knowledge Development by Science Student Teachers: The Role of Peers Science Teacher Education. 40, 2-3
• MCCARTHY, S.E. and YOUENS, B.N., 2004. Subject Knowledge Development by Science Student Teachers: The Role of Peers Science Teacher Education. 40, 2-3
• YOUENS, B.N. and BAILEY, M., 2004. The Impact of Quality Assurance on Mentor Training in Initial Teacher Education Partnerships: A UK Perspective
• YOUENS, B.N., 2003. Evaluation of City of Nottingham LEA Employability Graduation Award 2001-2003
• YOUENS, B.N., 2001. External Assessment and Examinations. In: Learning to Teach in Secondary School Routledge Falmer, London, New York.