Amy Dodd

Amy is the Subject Director for the PGCE Geography course, leading on all aspects of curriculum design and development.

Having joined King's in 2022, she has extensive experience in Teacher Education and Secondary Geography Teaching and Leadership, since embarking on a career change from landscape architecture in 2011. Before joining King's, Amy worked at Birmingham City University as a lecturer on the Geography PGCE (Core and Schools Direct) and Teach First Geography PGDE courses.

She also worked alongside colleagues on the Post-Compulsory and Undergraduate routes in to teaching, allowing her to utilise research from a wide range of subjects and phases to inform her teaching practice and wider knowledge of the teacher education landscape. Amy is still engaged in wider teacher education networks across the UK via her role as a Curriculum Associate with Teach First. Here she is involved in the National Professional Qualifications (NPQ) module in Teaching and Leadership, alongside her work on the Geography course. She is also a marking associate for AQA, specialising in marking both GCSE and A Level Geography papers and non-examined assessments.

An active member of the Royal Geographical Society (RGS) and the Geographical Association (GA), Amy promotes Geography Teacher Education through her role as a working member on the GA's Teacher Education Phase Committee (TEPC), which aims to work with other Geography educators to support GA members and others by reviewing the educational landscape as it affects teacher education, looking for patterns, connections, issues and implications and by initiating actions in response. Amy is extremely passionate about using subject networks as a mechanism of support within the teaching landscape and as a result, ensures subject knowledge, development and community is at the heart of her teaching practice.

Research 

Amy's research is currently focused towards the gender challenges facing female Geography Teachers in the Secondary Classroom. Her Master's research explored the perception of challenges facing female teachers within the secondary classroom and to what extent these challenges informed their teaching identity and practice. Further research will focus on the gendered natured of these challenges, specifically within the geography classroom and curricula with the intent of revealing the possible policy implications that might emerge.

Other areas of research/interests include:

• Women and their experiences of working in a secondary geography classroom.
• Curriculum design and content in Secondary Geography.
• The perceived masculine nature of the Secondary Geography Curriculum.
• Curriculum representations of women in Secondary Geography.
• Secondary Geography Teacher Educator identity.

Teaching 

• PGCE Geography Subject Studies Module.
• Studying Policy and Professional Practice (S3P) Module (PGCE).
• MA Education supervision.