Richard Tynan

School of Education

Languages

Spanish; Castilian

Degrees

2022, Liverpool John Moores University, United Kingdom, PhD
2012, Liverpool John Moores University, United Kingdom, PGCert LTHE
2006, National College for School Leadership, United Kingdom, NPQH
1987, University of Liverpool, United Kingdom, M. Ed.
1978, University of Liverpool, United Kingdom, PGCE
1977, Brunel University London, United Kingdom, Bachelor of Technology (Hons), Applied Biology

Highlighted publications

Tynan RJ, McLain MN. 2019. Attitudes to assessing trainee teachers on school experience placement within a group involved in an initial teacher education partnership at an 11-16 academy: a Q-methodology approach Teacher Education Advancement Network Journal, 11 :3-20 Publisher Url Public Url

Tynan RJ, Jones R. 2018. Can effect sizes give any clues to the way mentors ascribe numerical grades when assessing secondary trainee teachers against the Teachers’ Standards in England? Teacher Education Advancment Network (TEAN) Journal, 11 :4-14 Publisher Url Public Url

Tynan RJ, Jones RB. 2018. Assessing trainee secondary teachers on school placement: Subject knowledge and overall teaching grades. Teacher Education Advancement Network Journal, 10 :20-34 Publisher Url Public Url

Tynan RJ, Mallaburn A. 2017. Consistency counts- or does it? Teacher Education Advancement Network Journal, 9 Publisher Url Public Url

Tynan RJ, Jones R, Mallaburn A, Clays K. 2016. Subject knowledge enhancement courses for creating new chemistry and physics teachers: the students’ perceptions School Science Review, 98 Publisher Url Public Url

Tynan RJ, Mallaburn A. 2016. Assessing teachers in training: Towards understanding and achieving consistency across ITT/E partnerships. Eighth Annual Conference for Research in Education: Values in Education

Tynan RJ, Jones RB, Mallaburn A, Clays K. 2016. Working towards evidence based practice in science teaching and learning School Science Review, 97 :109-115 Public Url

Tynan RJ. 2016. Assessing trainee teachers on placement: is there any consistency? 7th TEAN Conference: Cultivating Learning

Clays K, Tynan RJ, Mallaburn A, Jones RB. 2014. Subject knowledge enhancement (SKE) courses for creating new chemistry and physics teachers: do they work? School Science Review, 95 :85-94 Publisher Url Public Url

Inglis M, Mallaburn A, Tynan R, Clays K, Jones R. 2013. Insights from a Subject Knowledge Enhancement Course for Creating New Chemistry and Physics Teachers School Science Review, 94 :101-107

Clays K, Tynan R, Mallaburn A, Jones RB. Science education in the UK – a journey First Pedagogical Conference between LJMU and City Unity College, Athens

Conference publication

Tynan R, Mallaburn A, Frankham J. 2020. THE COVID-19 GENERATION: NEWLY QUALIFIED TEACHERS’ (NQTS’) SELF-EFFICACY ICERI2020 Proceedings, ICERI 2020 :7853-7853 DOI

Tynan RJ, Jones R. 2018. Can effect sizes give any clues to the way mentors ascribe numerical grades when assessing secondary trainee teachers against the Teachers’ Standards in England? Teacher Education Advancment Network (TEAN) Journal, 11 :4-14 Publisher Url Public Url

Tynan RJ, Mallaburn A. 2017. Consistency counts- or does it? Teacher Education Advancement Network Journal, 9 Publisher Url Public Url

Tynan RJ, Mallaburn A. 2016. Assessing teachers in training: Towards understanding and achieving consistency across ITT/E partnerships. Eighth Annual Conference for Research in Education: Values in Education

Tynan RJ. 2016. Assessing trainee teachers on placement: is there any consistency? 7th TEAN Conference: Cultivating Learning

Tynan RJ, Tynan RJ. Out of school learning in science Association for Science Education Conference 2012

Clays K, Tynan R, Mallaburn A, Jones RB. Science education in the UK – a journey First Pedagogical Conference between LJMU and City Unity College, Athens

Tynan RJ. Assessing Trainees LJMU Partnership Confererence

Tynan RJ. A Critical Evaluation of Criteria-Based Assessment of Subject Knowledge and Other Competencies of Teachers in Training: A Practitioner Research Journey EDULEARN22 Proceedings, EDULEARN22, the 14th annual International Conference on Education and New Learning Technologies DOI Public Url

Tynan RJ, Mallaburn A. The Self-Efficacy of Trainee Teachers Who Were Recommended for Qualified Teacher Status (Qts) in England During the Covid-19 Pandemic EDULEARN22 Proceedings, EDULEARN22, the 14th annual International Conference on Education and New Learning Technologies DOI Publisher Url Public Url

Journal article

Pratt A, Tynan R. 2019. The journey from reflection on practice to research informed practice: the contribution of MA practitioner research Jackson A. Teacher Education Advancement Network Journal, Volune :35-46 Author Url Publisher Url Public Url

Tynan RJ, McLain MN. 2019. Attitudes to assessing trainee teachers on school experience placement within a group involved in an initial teacher education partnership at an 11-16 academy: a Q-methodology approach Teacher Education Advancement Network Journal, 11 :3-20 Publisher Url Public Url

Tynan RJ, Jones RB. 2018. Assessing trainee secondary teachers on school placement: Subject knowledge and overall teaching grades. Teacher Education Advancement Network Journal, 10 :20-34 Publisher Url Public Url

Tynan RJ, Jones R, Mallaburn A, Clays K. 2016. Subject knowledge enhancement courses for creating new chemistry and physics teachers: the students’ perceptions School Science Review, 98 Publisher Url Public Url

Tynan RJ, Jones RB, Mallaburn A, Clays K. 2016. Working towards evidence based practice in science teaching and learning School Science Review, 97 :109-115 Public Url

Inglis M, Mallaburn A, Tynan RJ, Clays K, Jones RB. 2015. Insights from a Subject Knowledge Enhancement Course for Creating New Chemistry and Physics Teachers School Science Review, 94 :101-107 Publisher Url Public Url

Clays K, Tynan RJ, Mallaburn A, Jones RB. 2014. Subject knowledge enhancement (SKE) courses for creating new chemistry and physics teachers: do they work? School Science Review, 95 :85-94 Publisher Url Public Url

Inglis M, Mallaburn A, Tynan R, Clays K, Jones R. 2013. Insights from a Subject Knowledge Enhancement Course for Creating New Chemistry and Physics Teachers School Science Review, 94 :101-107

Thesis/Dissertation

Tynan R. A critical evaluation of criteria-based assessment of subject knowledge and other competencies of teachers in training Mallaburn A, Seton L, Daly A. Public Url

Conference presentation:

Conflicted role, professional judgement: something to consider when assessing aspiring teachers on school experience placement, Teacher Education Advancement Network (TEAN) 2022, on-line, Oral presentation. 2022

The COVID-19 Generation : NEWLY QUALIFIED TEACHER (NQT) AND INITIAL TEACHER EDUCATION (ITE) TRAINEE SELF-EFFICACY, Teacher Education Advancement Network (TEAN) 2021, Virtual, Oral presentation. 2021

The Covid-19 Generation: Newly Qualified Teacher (NQT) and Initial Teacher Education (ITE) Trainee Self-efficacy, TEAN 2021, on-line, Oral presentation. 2021

THE COVID-19 GENERATION: NEWLY QUALIFIED TEACHERS’ (NQTS’) SELF-EFFICACY, ICERI 2020, Seville (on-line), Oral presentation. 2020

Subject knowledge for teachers in training: How do teacher educators help develop what their aspiring teachers need to know?, 10th TEAN Conference, Birmingham, Oral presentation. 2019

The journey from the reflective practitioner to research informed practice: an evaluation of the contribution of MA practitioner research, 10th TEAN Conference, Birmingham, Oral presentation. 2019

Fellowships:

FHEA, Higher Education Academy. 2012

Membership of professional bodies:

Member, Association for Science Education, http://www.ase.org.uk/home/. 1980

Member, Royal Society of Biology, https://www.rsb.org.uk/. 1979

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