Richard Pountney | Sheffield Hallam University

Skip to content

Dr Richard Pountney Cert Ed, MSc, PhD, SFHEA

Principal Lecturer - Curriculum Development and E-Learning Lead Teacher Education

Summary

Richard is a Principal Lecturer in Education. He specialises in the design of the curriculum in higher education and professional development in learning and teaching. His research examines curriculum development in HE and he is particularly interested in curriculum innovation in relation to the use of technology. He was awarded a teaching fellowship in 2006 in recognition of his contribution to learning and teaching in the university.

  • About

    He is a member of the Education Doctorate course team and he teaches curriculum studies on the Masters in Education programme. He has led the international MSc Technology, Innovation and Change (TELIC) course since 2005, described by the external examiner as having 'world-leading pedagogy' and a 'profound influence on the professional development of the students' as evidenced in students' accounts (TELIC stories). Richard is the editor of the Journal of Technology Enhanced Learning, Innovation and Change.

    He was curriculum associate to the HEA Subject Centre for Sociology, Anthropology and Politics (CSAP), 2008-11, and was consultant to phases 1 and 2 CSAP national projects for the JISC Open Educational Resources (OER) initiative. In 2012 he successfully led a university bid for £200,000 funding to direct a phase 3 OER project, Digital Futures in Teacher Education (DEFT project) to create digital literacy resources including an open textbook on digital literacy developed in collaboration with Sheffield University, regional schools, Sheffield Council and the Yorkshire and Humber Grid for Learning.

    He is a founding member of the UK Legitimation Code Theory (LCT) research group and he is active in researching the curriculum. Currently this includes an investigation into approaches to problem-based and expeditionary learning at XP School, Doncaster, at which he is also a school governor.

    Richard is the organiser for the Critical Perpectives on Theory and Methodology in Education Research Seminar Series 2015-16 in the Sheffield Institute of Education (see series blog)

  • Teaching

    Department of Teacher Education

    Social Sciences and Arts

  • Publications

    Journal articles

    Pountney, R. (2020). Sharing and building the higher education curriculum: course design in an open and collegial context. European Journal of Curriculum Studies. http://pages.ie.uminho.pt/ejcs/index.php/ejcs/article/view/201

    Pountney, R. (2019). Seeing and framing mentoring through the lens of knowledge practices. CollectivEd, 7, 45-41. https://www.leedsbeckett.ac.uk/-/media/files/schools/school-of-education/collectived-issue-7-mar-2019.pdf?la=en

    Pountney, R., & McPhail, G. (2019). Crossing boundaries: Exploring the theory, practice and possibility of a ‘Future 3’ curriculum. British educational research journal. http://doi.org/10.1002/berj.3508

    Pountney, R., & Said, M. (2018). Developing effective learners through a school/university partnership in curriculum making. Impact, 3. https://impact.chartered.college/article/pountney_said-curriculum-making-school-university-partnership/

    Pountney, R., & Grasmeder, A. (2018). Building bridges: enhancing mentoring skills, knowledge and practice through an online course. CollectivEd, 3, 50-56. http://leedsbeckett.ac.uk/-/media/files/research/collectived-apr-2018--issue-31.pdf?la=en

    Pountney, R., & McPhail, G. (2017). Researching the interdisciplinary curriculum : the need for ‘translation devices’. British Educational Research Journal, 43 (6), 1068-1082. http://doi.org/10.1002/berj.3299

    Pountney, R., & Schimmel, H. (2015). Developing professional knowledge and expertise in educational technology: legacy, change and investment. The Journal of Technology Enhanced Learning, Innovation & Change, 1 (1), 1-17.

    Gruszczynska, A., Merchant, G., & Pountney, R. (2013). "Digital futures in teacher education": Exploring open approaches towards digital literacy. Electronic Journal of e-Learning, 11 (3), 193-206.

    Craig, J., & Pountney, R. (2009). Editorial. Enhancing Learning in the Social Sciences, 1 (3), 1-17. http://doi.org/10.11120/elss.2009.01030001

    Marsh, D., & Pountney, R. (2009). C-SAP scoping survey on the use of e-Learning: Perspectives from social science practitioners. Enhancing Learning in the Social Sciences, 1 (3), 1-24. http://doi.org/10.11120/elss.2009.01030008

    Conference papers

    Pountney, R. (2020). Locking Down and Catching Up: How Pupils Make Sense of a Curriculum for Recovery. ENCU Review of Education.

    Pountney, R. (2020). Curriculum makers and thinkers: the case for curriculum studies in teacher education. In Pountney, R. (Ed.) Researching curriculum subjects: understanding how teachers plan, design and lead the curriculum, Online, 2020. BERA: https://www.bera.ac.uk/media/curriculum-makers-and-thinkers-the-case-for-curriculum-studies-in-teacher-education

    Pountney, R. (2020). Curriculum makers and thinkers: the case for curriculum studies in teacher education. In Pountney, R. (Ed.) Researching curriculum subjects: understanding how teachers plan, design and lead the curriculum, Online, 2020. BERA: https://www.bera.ac.uk/media/curriculum-makers-and-thinkers-the-case-for-curriculum-studies-in-teacher-education

    Pountney, R. (2020). Researching curriculum subjects: understanding how teachers plan, design and lead the curriculum. In Researching curriculum subjects: understanding how teachers plan, design and lead the curriculum, Online, 2020. British Education Research Association (BERA): https://www.bera.ac.uk/media-series/researching-curriculum-subjects

    Pountney, R. (2020). The curriculum design coherence model. In Seleznyov, S., & Czerniawski, G. (Eds.) A research approach to curriculum development, London, 15 November 2019 (pp. 17). BERA, British Curriculum Forum: https://www.bera.ac.uk/publication/a-research-approach-to-curriculum-development-a-british-curriculum-forum-event-report

    Pountney, R., & Coldwell, M. (2019). Practice knowledge and teacher mentoring: what can realism teach us about professional learning? In IPDA Conference 2019: Harnessing creativity in changing times: risk, resilience and professional learning across the professions, 29 November 2019 - 30 November 2019. International Professional Development Association

    Pountney, R., & McPhail, G. (2019). Researching the interdisciplinary curriculum: a case study in developing theory and method. In BERA Annual Conference, Manchester. UK, 10 September 2019 - 12 September 2019.

    Pountney, R., & McPhail, G. (2019). Crossing boundaries: exploring the theory, practice, and possibility of a ‘Future 3’ curriculum. In Fifth Cambridge Symposium on Knowledge in Education, Cambridge University, 1 July 2019 - 3 July 2021.

    Pountney, R. (2019). Trials and tribunals: epistemic insights operating in the design and approval of degree courses in UK education. In CURRICULUM: ORIGINS, TRAJECTORIES AND PRACTICES, Maynooth, Dublin, Ireland, 7 June 2021 - 8 June 2019. European Association of Curriculum Studies

    Pountney, R. (2017). Theorising teacher-led, student-led learning in a problem based curriculum. In Fourth International Social Realism Symposium, Cambridge University, UK, 4 July 2017 - 6 July 2017.

    Pountney, R. (2016). Teaching as learning: teacher autonomy in developing quality of teaching. In Faculty of Education Seminar Series, Faculty of Social Care and Education, Auckland University, New Zealand, 12 April 2016. KERU, University of Auckland

    Pountney, R. (2016). Developing a school system fit for a curriculum and a pedagogy. In Knowledge in Education Symposium, University of Auckland, New Zealand, 24 March 2016. KERU, University of Auckland

    Pountney, R. (2015). Autonomy and consensus-seeking in course planning and approval in higher education. In Third International Social Realism Symposium, Jesus College, University of Cambridge, UK, 29 June 2015 - 1 July 2015.

    Pountney, R. (2015). The specialisation of autonomy: epistemic insights operating in curriculum approval. In Winberg, C., McKenna, S., Shay, S., & Maton, K. (Eds.) First International Legitimation Code Theory Colloquium, Cape Peninsula University of Technology, in Cape Town, South Africa, 18 June 2015 - 19 June 2015.

    Pountney, R. (2015). Autonomy and consensus-seeking in course planning and approval in higher education. In Shore, C., & Read, L. (Eds.) Universities in the Knowledge Economy: Transforming Higher Education in the Asia-Pacific Rim and Europe, Faculty of Arts, The University of Auckland, New Zealand, 10 February 2015 - 13 February 2015 (pp. 47). The University of Auckland

    Pountney, R. (2013). Creating the curriculum for ‘whoever’ and ‘whatever’: institutional ‘consensus-seeking’ in the higher education curriculum. In 6th Annual Conference of the Higher Education Institutional Research (HEIR) Network: Productive Partnerships: Engaging stakeholders Institutional Research, Birmingham City University, 11 July 2013 - 12 July 2013. Higher Education Institutional Research (HEIR)

    Gruszczynska, A., Merchant, G., & Pountney, R. (2012). "Digital Futures in Teacher Education" Project: Exploring Open Approaches towards Digital Literacy. PROCEEDINGS OF THE 11TH EUROPEAN CONFERENCE ON E-LEARNING, 206-213.

    Pountney, R. (2009). Speaking our minds: issues in designing learning with reflection and reflective practice. In Research and Scholarship in Learning, Teaching and Assessment, Sheffield Hallam University, 13 February 2009. Sheffield Hallam University

    Pountney, R., & Hudson, A. (2004). Developing an Online Tutor Model. In European Conference on Educational Research (ECER), Faculty of Education on the Rethymnon Campus of the University of Crete, 22 September 2004 - 25 September 2004.

    Pountney, R., & Aspden, E. (2002). Communal constructivism and networked learning: implications for pedagogy and practice. In Driscoll, M., & Reeves, T.C. (Eds.) E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Montreal, Canada, (pp. 2043-2046). Association for the Advancement of Computing in Education

    Pountney, R., Parr, S., & Whittaker, V. (2002). Communal Constructivism and Networked Learning: Reflections on a Case Study. In Banks, S., Goodyear, P., McConnell, D., & Hodgson, V. (Eds.) 3rd International Conference on Networked Learning, University of Sheffield, 26 March 2002 - 28 March 2002. Shefield University

    Pountney, R., & Oxholm, A. (2001). Supporting and Evaluating Students’ use of an Electronic Discussion Board. In Price, J., Willis, D.A., & Willis, J. (Eds.) SITE 2001--Society for Information Technology & Teacher Education International Conference, Orlando, Florida. Society for Information Technology & Teacher Education

    Reports

    Pountney, R. (2019). Towards a review of the Steiner Waldorf Curriculum : report of the Rapid Appraisal (RA) Consultation Exercise undertaken in March 2019. Sheffield Institute of Education, Sheffield Hallam University for The Steiner Waldorf Schools Fellowship.

    Theses / Dissertations

    Pountney, R. (2014). Trials and tribunals: consensus seeking in course design approval in Higher Education. (Doctoral thesis). Supervised by Merchant, G.

    Presentations

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

    Kirk, S., Rata, E., & Pountney, R. (2019). Does curriculum matter? Presented at: Does curriculum matter?, Sheffield Hallam Ubniversity

    Kirk, S., Rata, E., & Pountney, R. (2019). Does curriculum matter? Presented at: Does curriculum matter?, Sheffield Hallam Ubniversity

    Kirk, S., Rata, E., & Pountney, R. (2019). Does curriculum matter? Presented at: Does curriculum matter?, Sheffield Hallam Ubniversity

    Pountney, R., Swift, D., & Kirk, S. (2019). Examining teachers’ autonomy in curriculum making in Higher Education. Presented at: A social realist methodology: how Legitimation Code Theory (LCT) informs our educational research, Sheffield Institute of Education, Sheffield Hallam University

    Pountney, R., Swift, D., & Kirk, S. (2019). Examining teachers’ autonomy in curriculum making in Higher Education. Presented at: A social realist methodology: how Legitimation Code Theory (LCT) informs our educational research, Sheffield Institute of Education, Sheffield Hallam University

    Pountney, R., Swift, D., & Kirk, S. (2019). Examining teachers’ autonomy in curriculum making in Higher Education. Presented at: A social realist methodology: how Legitimation Code Theory (LCT) informs our educational research, Sheffield Institute of Education, Sheffield Hallam University

    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

    Pountney, R., Rata, E., & McPhail, G. (2017). Theorising Teacher-led, student-led learning in a project based curriculum. Presented at: Epistemic justice: knowledge and the school curriculum, Sheffield Institute of Education

    Pountney, R., Rata, E., & McPhail, G. (2017). Theorising Teacher-led, student-led learning in a project based curriculum. Presented at: Epistemic justice: knowledge and the school curriculum, Sheffield Institute of Education

    Pountney, R., Rata, E., & McPhail, G. (2017). Theorising Teacher-led, student-led learning in a project based curriculum. Presented at: Epistemic justice: knowledge and the school curriculum, Sheffield Institute of Education

    Pountney, R., Clegg, S., Rata, E., & McPhail, G. (2015). Social Realism Symposium: International perspectives on knowledge and the curriculum. Presented at: Social Realism Symposium: International perspectives on knowledge and the curriculum, Sheffield Institute of Education

    Pountney, R., Clegg, S., Rata, E., & McPhail, G. (2015). Social Realism Symposium: International perspectives on knowledge and the curriculum. Presented at: Social Realism Symposium: International perspectives on knowledge and the curriculum, Sheffield Institute of Education

    Pountney, R., Clegg, S., Rata, E., & McPhail, G. (2015). Social Realism Symposium: International perspectives on knowledge and the curriculum. Presented at: Social Realism Symposium: International perspectives on knowledge and the curriculum, Sheffield Institute of Education

    Pountney, R. (2015). A fair exchange? Sharing the Social Science curriculum in the context of the Open Education movement in Higher Education. Presented at: A fair exchange? Sharing the Social Science curriculum in the context of the Open Education movement in Higher Education, Faculty of Education, University of Wellington, New Zealand

    Pountney, R., Aldred, E., Kirk, S., & Ladenika, T. (2014). Using Legitimation Code Theory (LCT) to develop external languages of description in empirical research in education. Presented at: Using Legitimation Code Theory (LCT) to develop external languages of description in empirical research in education, Sheffield Institute of Education

    Pountney, R., Aldred, E., Kirk, S., & Ladenika, T. (2014). Using Legitimation Code Theory (LCT) to develop external languages of description in empirical research in education. Presented at: Using Legitimation Code Theory (LCT) to develop external languages of description in empirical research in education, Sheffield Institute of Education

    Pountney, R., Aldred, E., Kirk, S., & Ladenika, T. (2014). Using Legitimation Code Theory (LCT) to develop external languages of description in empirical research in education. Presented at: Using Legitimation Code Theory (LCT) to develop external languages of description in empirical research in education, Sheffield Institute of Education

    Pountney, R. (2014). Describing what? The articulation of curriculum in the context of course planning, design and approval in Higher Education. Presented at: Research seminar, De Montfort University

    Pountney, R., & Bamford, S. (2003). Developing the Use of Virtual Learning Environments: Meeting Staff Needs. Presented at: ALT-C 2003 Communities of Practice, University of Sheffield, Sheffield, 2003

  • Postgraduate supervision

    Bram Bruggeman: An investigation into the value of a social network (Twitter) for the professional development of semi-experienced teachers in Flemish secondary education, MSc
    Wendy van Camp: A case study into the analysing process of finding the most effective learning solution for the high level processes of the Infrabel Academy, MSc

    Danny Drijvers: Perceived course barriers and drivers for students in distance education, MSc 2015
    Julie Gillin: Learning to be a journalist: the university newsroom as a technology enhanced learning environment, MSc 2015
    Marc Bennett: ReCap: The links between lecture capture and student engagement, MSc 2015
    Sue Beckingham: The affordances of Twitter as a multi-faceted informal, social, and personal learning space, MSc 2015
    Marianne De Vriendt: Implementing blended learning, in the form of a learning network, to enhance social learning, MSc. 2014
    Koen Timmers: Supporting the online learner: a case study of building an online community to promote collaborative learning in unpaced distance education, MSc. 2014
    Dave Weatherall: An investigation into use of online blogs for in module reflective learning by international students (with English as a third language) studying undergraduate block programmes in the Built Environment at Sheffield Hallam University, MSc. 2014
    Christiaan van Meurs: The use of coping strategies as a means of fostering personal development for students with a disability: a case study, MSc. 2014
    Aukje van Pelt: Student admission through decentralised selection at the Physiotherapy course of HAN University of Applied Sciences, The Netherlands, MSc. 2014
    Claire Adams: The impact of design: A study exploring the role of aesthetics and learning design in facilitating user engagement in an online learning environment, MSc. 2013
    Marcel van Baaren: A plan for learning for a course on digital pedagogy for e-learning developers. MSc. 2013
    Rene Slootweg: Learning Profile of managers in a Higher Educational Institute in the Netherlands. MSc, 2013
    Philipp Stosiek: Tag clouds as a learning instrument: Case study to evaluate effects on ‘Learning Health Region Neumarkt’, MSc. 2012
    Joop De Vries: The Community of Inquiry framework as a model for measuring learning outcomes and guide for design of a blended teacher training history module: a case study. MSc, 2012
    Virginia Parkes: An Evaluation of Online Training and Development within the Training and Development Agency. MSc, 2012
    Sebastiaan Jans: Game-based Learning: a research of the potential benefits in education. MSc. 2011
    Arjun Sharma: City Learning Centres UK: an exploratory study. MSc, 2009
    Marc Wells: Designing a 'fit for purpose' virtual learning environment for a distance learning community, MSc, 2009
    Abdulsalam Ambusaidi: Quality Assurance for Online Programs at Sultan Qaboos University: challenges and facts, MSc, 2008
    Mohamed Mahmoud: Online Journals of E-learning In Education: Research, Practice and Development, MSc, 2008
    Roger Haigh: Engaging Interests in e-learning. Examining the potential for a community of e learning practice within South Yorkshire Police, MSc, 2008
    Fareena Mahmoud: Trial and evaluation of a key asynchronous e-learning intervention to provide study skills support to undergraduate students, MSc, 2008
    Pat Cresswell: Developing the skills for the effective use of a virtual learning environment at a Further Education College, MSc, 2008
    Michael Yates: The implications of the introduction of a blended learning solutions induction programme into South Yorkshire Police : A Case Study, MSc, 2006
    Ian Guest: The Contribution of videoconferencing to a distance learning A level course: Just a Big Head?, MSc. 2006
    Sue Bamford: Developing the use of the Virtual Learning Environment: an investigation into the use of Blackboard within a Primary programme for Initial Teacher Training, MSc, 2006
    Vic Whittaker: Individual Presence in Discussion Groups: A Case Study, MSc, 2006

Share this page

Cancel event

Are you sure you want to cancel your place on Saturday 12 November?

Close