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Professor Emily Perry BSc, PGCE, MA, PhD, FRSC

Professor of Education


I am Deputy Head of the Centre for Development and Research in Education, and Head of the Funded Knowledge Exchange for Sheffield Institute of Education.

In addition, I am a member of the Association for Science Education, the International Professional Development Association, and a fellow of the Royal Society of Chemistry. I also lead the Sheffield Institute of Education's Research-Engaged Practice Network.

I've worked in local, national and international contexts to manage, develop and assure the quality of large-scale teacher development programmes, with a particular focus on science teachers.

My background is as a chemistry teacher, and I've worked in secondary schools both in the UK and internationally. My research interests focus on professional development, especially for science teachers.


Following my first degree and PhD in Chemistry, I worked as a science teacher in secondary schools in the UK, Brazil and Hong Kong.

In my current role, I develop, deliver and evaluate projects focussed on science education and teacher development, including writing curriculum materials, facilitating and researching teacher professional learning.

I collaborate with partners including the Wellcome Trust, the Chartered College of Teaching, Teacher Development Trust, the Royal Society of Chemistry, Learn Sheffield and the Association for Science Education, and with colleagues from across the Sheffield Institute of Education. I have worked with teachers, governments and other education organisations in countries including Vietnam, Ghana and Thailand. I also lead Sheffield Institute of Education's Research-Engaged Practice Network.


I am module leader for Comparative Studies of Professional Practice, part of the full-time MA Education course.


Current projects include:

The Wellcome CPD Challenge (Wellcome Trust)

Wipro STEM Teacher Fellowship and Teacher Mentors Programmes (Wipro Limited)

Quality Assurance of Teacher Professional Development, in partnership with Chartered College of Teaching and Teacher Development Trust (Wellcome Trust and EEF)

Recent projects include:

Secondary Science Curriculum Review for the Ministry of Education, Philippines (British Council) 

STEM Curriculum Analysis and Engineering Curriculum Development for the Office of the Basic Education Commission, Thailand (British Council) 

Common Ground Curriculum for Science (International School of Brussels)

Ghana Science Research Centres (ITEC Global)

Regional Science Learning Centre Yorkshire and the Humber (, 2004-2013), and then Regional Coordinator of Science Learning Partnerships Derbyshire, Yorkshire and the Humber and the North East (STEM Learning Ltd)


Perry, E., Boylan, M., & Booth, J. (2019). Quality Assurance of Teachers’ Continuing Professional Development : Rapid Evidence Review. Wellcome Trust and Education Endowment Foundation.

Perry, E., & Boodt, S. (2019). Supporting the professional development of ‘hybrid’ teacher educators in the Further Education sector. Teacher Education Advancement Network Journal, 11 (3), 60-71.

Journal articles

Perry, E., & Booth, J. (2021). The practices of professional development facilitators. Professional development in education.

Booth, J., Coldwell, M., Müller, L.-.M., Perry, E., & Zuccollo, J. (2021). Mid-Career Teachers: A Mixed Methods Scoping Study of Professional Development, Career Progression and Retention. Education Sciences, 11 (6).

Perry, E. (2021). Professional Development: Learning Curve. Governing Matters.

Moore, N., Coldwell, M., & Perry, E. (2021). Exploring the role of curriculum materials in teacher professional development. Professional Development in Education.

Muller, L.-.M., Booth, J., Coldwell, M., Perry, E., & Zuccollo, J. (2021). Continuous professional development and career progression in mid-career teachers. Impact, 11.

Perry, E. (2020). The roles of professional development leaders. Science Teacher Education, (88), 10-16.

Perry, E. (2019). Six features of effective professional development. Education in Chemistry, 56 (2), 22-23.

Perry, E., & Wardle, J. (2015). ‘Science Without Walls’ and ‘Teaching Challenging Topics’: two programmes of continuing professional development using online environments. School Science Review, 356, 107-114.

Bevins, S., Jordan, J., & Perry, E. (2011). Reflecting on professional development. Educational Action Research, 19 (3), 399-411.

Davies, N., Perry, E., & Holman, J. (n.d.). A professional challenge for science educators. Science Teacher Education, 85, 4-8.

Book chapters

Booth, J., Perry, E., & Boylan, M. (2019). Understanding teaching as a profession. In Scutt, C., & Harrison, S. (Eds.) Teacher CPD: International trends, opportunities and challenges. (pp. 35-41).

Perry, E., Boylan, M., & Booth, J. (2019). Quality assurance in teacher professional development. In Scutt, C., & Harrison, S. (Eds.) Teacher CPD: International trends, opportunities and challenges. (pp. 86-93).


YORK, N. (2012). Twenty First Century Science: GCSE Additional Science Foundation Workbook 2/E. OUP Oxford.

Fullick, A., Hunt, A., Perry, E., Swinbank, E., Harden, H., Ingram, N., ... Sang, D. (2011). Twenty First Century Science: GCSE Science Foundation Student Book 2/E. OUP Oxford.


Perry, E., Owen, D., Booth, J., & Bower, K. (2019). The Curriculum for Initial Teacher Education: Literature Review. Ofsted.

Perry, E., & Boodt, S. (2017). Education & Training Foundation Training for Further Education teacher trainers: Final evaluation July 2017. Education and Training Foundation.

Bevins, S., Daniels, T., Forster, G., Perry, E., Price, G., & Windale, M. (2016). Engineering Thailand : design of an engineeringcurriculum and 12 STEM modules for the Thai BasicEducation (OBEC). British Council.

Bevins, S., Daniels, T., Forster, G., Perry, E., Price, G., & Windale, M. (2016). Design of an engineering curriculum and 12 STEM modules for the Thai Basic Education Ministry (OBEC). Sheffield Hallam University.

Perry, E., & Wardle, J. (2010). Getting Practical: Reflecting on Practical Work. Centre for Science Education.

Theses / Dissertations

Perry, E. (2014). An investigation into a programme of enquiry-based continuing professional development for professional development leaders. (Doctoral thesis).

Internet Publications

Perry, E. (2019). How We Think About Professional Development for Teachers.

Perry, E. (2018). Research-Engaged Practice in Education.

Perry, E. (2018). Outlining How Evidence-Based Practice Can Be Extended to Teacher CPD.

Perry, E., & Bevins, S. (2017). How to get the best from practical work.

Perry, E., & Needham, R. (2016). PISA: Stories of Science.


Perry, E., Mapplebeck, A., & Walker, J. (2010). Getting Practical: Teacher Professional Development.


Perry, E., & Hotham, E. (n.d.). Interactions between curriculum development and teacher professional learning. British Educational Research Association:


Perry, E., Booth, J., Boylan, M., & Adams, G. (2020). Professional change and resilience. Presented at: International Professional Development Association

Perry, E. (2020). Current issues in teacher professional development. Presented at: International Professional Development Association, Online

Perry, E. (2020). The curriculum for teacher education.

Perry, E., & Boylan, M. (2019). The professional roles and knowledges of professional development leaders: an analytical model. Presented at: Harnessing Creativity in Changing Times: Risk, resilience and professional learning across the professions

Perry, E., Coldwell, M., & Moore, N. (2019). Curriculum materials as mediators in professional learning: The role of schemes of work in a national Primary Linguistics programme. Presented at: Harnessing Creativity in Changing Times: Risk, resilience and professional learning across the professions, Aston University, Birmingham, 2019

Perry, E., & Harrison, S. (2019). Quality assurance of teacher professional development. Presented at: Institute of Physics Professional Practice Group, London

Perry, E., & Maxwell, B. (2019). Evidence use in teaching and teacher learning. Presented at: Interdisciplinary Summit on Evidence-Based Practice, London

Perry, E., Booth, J., & Boylan, M. (2019). Quality, quality assurance, and teacher professional development: what's at issue. Presented at: British Educational Research Association conference, Manchester

Perry, E., & Pountney, R. (2019). Cross-curricular science. Presented at: ASE Futures conference, Sheffield

Holman, J., & Davies, N. (2019). Presidential Keynote: A professional challenge for science educators. Presented at: ASE Futures, Sheffield

Perry, E. (2019). The roles, practices and learning of professional development facilitators. Presented at: Leadership for Professional Learning Symposium, Cambridge

Perry, E. (2019). The Research-Engaged Practice Network. Presented at: Connecting with Professional Practice conference, Sheffield

Perry, E. (2019). Futureproofing your workforce: how can you build your team to confidently prepare young people for their futures? Presented at: Preparing young people for their futures, London

Perry, E., Halliday, J., & Davies, N. (2018). The Wellcome CPD Challenge. Presented at: Association for Science Education Northern Conference, Sheffield

Perry, E., Boodt, S., & Booth, J. (2018). Perspectives on professional development: exploring motivation, learning and facilitation. Presented at: Border Crossings: Professional Development in the 21st Century, Birmingham

Perry, E., Adams, G., & Burnett, C. (2018). Let it go! Learning through openness, space and play. Presented at: Festival of Social Science, Sheffield

Perry, E., Jordan, J., Pountney, R., & Boylan, M. (2018). Professional development facilitators: theorising knowledge, skills and practice. Presented at: British Educational Research Association conference, Newcastle

Boodt, S., & Perry, E. (2018). Teacher and teacher educator: understanding the development needs of practitioners who operate in hybrid roles. Presented at: The Ambition of Teacher Education: TEAN Annual Conference, Birmingham, 2018

Perry, E. (2018). Current themes and evidence in teaching and teacher development. Presented at: Invited Seminar: Current themes and evidence in teaching and teacher development, London, 2018

Perry, E., Oates, P., & Berry, M. (2017). The Science and Mathematics Curriculum in England. Presented at: international experience in general education curriculum development and application in Vietnamese conditions, Hanoi

Perry, E., & Boylan, M. (2017). Analysing Professional Development Facilitators’ Purposes, Knowledge and Skills. Presented at: The Complexity of Professional and Inter-professional Learning, Cardiff

Perry, E., & Price, G. (2017). Student Autonomy: What Works? Presented at: In Learning By Design international conference, Brussels

Perry, E. (2016). Every child a scientist: student-centred approaches to active learning in science. Presented at: International Conference on Learning and Teaching: Empowering 21st Century Learners Through Holistic and Enterprising Learning, Kuala Lumpur, Malaysia, 2016

Perry, E., & Boylan, M. (2014). Extending the interconnected model of teacher professional growth to analyse professional development facilitators' learning. Presented at: Re-thinking Models of Professional Learning, Aston University, Birmingham, 2014

Perry, E. (2013). Expert Episodes: Video-enhanced reflection on professional development practice. Presented at: Teacher Education Development Conference, Sheffield

Perry, E., & Jordan, J. (2010). Innovation in science-related continuing professional development programmes. Presented at: National Science Teachers Association annual conference, Philadelphia

Other activities

I sit on the board of trustees of a local multi-academy trust and am a school governor. I also represent Sheffield Institute of Education on UCET's CPD committee and am a member of the International Professional Development Association's England Committee.

Postgraduate supervision

I am currently supervising PhD and EdD students focussing on creativity in science education, teacher professional learning through Twitter, professional learning for interprofessional education, and the use of discussion in science teaching.

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