I have worked for over twenty years as an English language teacher and teacher trainer in Hungary, the United Arab Emirates and the UK. I also ran a Centre for Teaching and Learning at a tertiary institution for 4 years where my main duties were teacher support, professional development, teacher training/education and curriculum and test development. I am particularly interested in teacher education, pragmatics and language testing.
Department of Education, Childhood and Inclusion
Social Sciences and Humanities
TESOL teacher education
English for academic purposes
DONAGHUE, Helen (2018). Relational work and identity negotiation in critical post observation teacher feedback. Journal of Pragmatics, 135 (Oct 18), 101-116.
DONAGHUE, Helen and OXHOLM, Alice (2017). Engaging student teachers in reflection through micro teaching and interaction. The European Journal of Applied Linguistics and TEFL, 6 (2), 145-164.
DONAGHUE, Helen (2015). Changing practice and enabling development: the impact of technology on teaching and language teacher education in UAE federal institutions. In: FARRELL, Thomas S.C., (ed.) International perspectives on language teacher education: innovations from the field. International prespectives on English language teaching . Basingstoke, Palgrave Macmillan, 142-159.
DONAGHUE, Helen (2014). Differences between supervisors' espoused feedback styles and their discourse in post observation meetings. In: HOWARD, Amanda and DONAGHUE, Helen, (eds.) Teacher Evaluation in Second Language Education. London, Bloomsbury Academic, 117-134.
HOWARD, Amanda and DONAGHUE, Helen, eds. (2014). Teacher evaluation in second language education. London, Bloomsbury Academic.
DONAGHUE, H and THOMPSON, J. 2014. Talking about reading: Students’ perspectives. In Emery, H & Moore, N. (eds) Teaching, Learning and Researching Reading in EFL. Dubai: TESOL Arabia
HOWARD, A, DONAGHUE, H. and BURKE, L (eds), 2013. Participant Voices: Observation in Educational Settings. Abu Dhabi: HCT Press
DONAGHUE, H and DOLCI, I. 2013 Professional teaching portfolios. Perspectives 21 (2), 13-17
DONAGHUE, H, LANGE, M. and SCOTT, R. 2013. Reflecting on Mobile Learning: A Community of Practice Approach. In Dowling, S, Donaghue, H. Gunn, C. Hayhoe S, & Raven, J (eds.), eLearning in Action, “Redefining Learning”, HCT Educational Technology Series, Book 2.Abu Dhabi: HCT Press.
DONAGHUE, H. and THOMPSON, J. 2012. A reading model for foundation year students at a tertiary institution in the United Arab Emirates. Research Notes. 49, 40-45
GITSAKI, C., DONAGHUE, H. and WANG, P. 2012. Using a community of practice for teacher professional development in the UAE. In: Boufoy-Bastick, B. (ed.) The International Handbook of Cultures of Professional Development for Teachers: Comparative International Issues in Collaboration, Reflection, Management and Policy Strasbourg, France: Analytics pp.415-436
DONAGHUE, H. 2003. An instrument to elicit teachers’ beliefs and assumptions. ELT Journal Volume 57, Issue 4.
DONAGHUE, H and POTTEN, H. 2000. Clockwise Upper Intermediate Teacher’s Resource Pack, Oxford University Press: Oxford
POTTEN, H and DONAGHUE, H. Clockwise Pre Intermediate Teacher’s Resource Pack, Oxford University Press: Oxford
2016 Identity in post observation feedback. Octavo Coloquio International sobre Investigacion en Lenguas Extranjeras. Universidad Nacional de Colombia, Bogota, June 1-3, 2016
2013 The co-construction of face and identity in post-observation feedback meetings. Current Trends in Teacher Education International Conference, May 16-17 2013, British University in Dubai
2011 DONAGHUE, H and THOMPSON, J. A model for teaching and assessing reading skills. 22 November 2011.UNESCO Chair in Applied Research in Education Seminar Series, Sharjah Higher Colleges of Technology
2015 Post observation feedback: The influence of identity and face. BAAL Annual Meeting 2015, 3-5 September, 2015, Birmingham, UK
2014 How supervisors and teachers co-construct and negotiate face threat through interaction in post observation meetings. AILA 2014 World Congress, Brisbane, Australia 10-15 August
2014 ELT supervisors' espoused feedback style and talk in post observation meetings. Part of a featured symposium: Observation and Feedback: Practice, Talk and Reflection. AILA 2014 World Congress, Brisbane, Australia 10-15 August
2014 Using verbal reporting to find out how students read 48th Annual International IATEFL Conference, 2-5 April, 2014, Harrogate UK
2013 DONAGHUE, H, LANGE, M and SCOTT, R. Reflecting on iPads: A Community of Practice approach. eLearning in Action conference, April 2, Sharjah HCT
2012 What I say and what I do: Supervisory feedback discourse. Observation and Feedback: Research and Practice International Conference, May 17-18, British University in Dubai
2012 GITSAKI, C. and DONAGHUE, H. Classroom Management Strategies: A Teacher Professional Development Program. 4th Annual Teacher Leadership Academy, May 10, HCT Dubai
2011 DONAGHUE, H and THOMPSON, J. The use of CEFR descriptors in creating of a reading course. First Biennial Higher Colleges of Technology – Cambridge ESOL CEFR Conference, October 20-21, Dubai Men’s College
2011 Mitigation in observation feedback. Observation and Feedback: The Way Forward International Conference, May 19-20, British University in Dubai
2011 DONAGHUE, H. and GITSAKI, C. Teacher development through a Community of Practice. 17th International TESOL Arabia Conference, March 10th-12th, JW Marriott Hotel, Dubai, UAE.
2010 DONAGHUE, H and THOMPSON, J. The use of verbal reporting to explore cognitive validity in reading tests. Current Trends in English Language Testing (CTELT) Conference, November 4, HCT, Dubai
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