Fufy teaches on the BA Early Years and Primary course as well as the Masters in Education programme. She also coordinates the early years provision in the Primary and Early Years programme.
Fufy has worked in Sheffield Hallam since 2000. She was course leader until 2010 on the full time and part-time early years QTS courses.
She has been involved in two projects. In 2004, she worked on a TDA project to enhance the quality of early years mentoring in schools. In 2009, she led a cross-area CETL project on using a community of enquiry methodology to enhance student engagement. As a result, Fufy set up an elective module entitled 'Philosophy for Young Children' on the BA Primary and Early Years courses.
In June 2012, she co-organised a conference on 'P4C in the curriculum' that was attended by school children, school teachers, trainers and Sheffield Hallam students.
She has recently completed my EdD and continue to develop my interests in enquiry-led pedagogies.
Fufy also co-ordinates the Early Childhood Research and Scholarship Group (ECRSG).
In 2011, she led 2 staff development sessions on HE pedagogies.
Specialist areas of interest
Pedagogy, early years, research, reflective practice
Department of Teacher Education
Development and Society
MA Education Full time/Part time
Specific modules Fufy teaches on are Child Development, Early Years Pedagogy, Philosophy for Children, Educational Enquiry, and learning across the curriculum.
DEMISSIE, Fufy (2015). Promoting student teachers' reflective thinking through a philosophical community of enquiry approach. Australian Journal of Teacher Education, 40 (12), 1-13.
DEMISSIE, Fufy (2012). Investigating students’ perspectives of learning and participating in seminars using a Bourdieuian perspective. Student Engagement and Experience Journal, 1 (1), 1-9.
DEMISSIE, Fufy, BURNETT, C, HAYNES, M, SHARPE, S (2010). 'Now I feel like I am at University: using a philosophy for children (P4C) approach to promote engagement and academic literacy amongst undergraduate students. CPLA (Centre for promoting learning autonomy), Sheffield Hallam University, case studies, Volume 1.
Membership of professional bodies - Society for higher education research (SRHE), Society for the advancement of philosophy and reflection in education (SAPERE)
SAPERE (Society for the Advancement of Philosophy and Reflection in Education) registered LEVEL 1 trainer
Helen Sheehan; Karen Barr
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