Dr Helen Hendry

Academic Staff & Senior Lecturer

School of Teacher Development

Helen oversees and co-ordinates provision for the ‘21st Century Curriculum’ Module, and the ‘Collaborative Research in Practice’ module as part of the Education Studies Undergraduate programme at Bishop Grosseteste University. She currently contributes to the taught programme for all modules with year groups 1-3 on the Education Studies programme which include their final year dissertation research project, as well as modules with professional practice content, psychology, sociology and history of education. Helen’s career history includes working as the English co-ordinator and tutor on the Primary PGCE programme at BGU and her first career as a primary and early year’s teacher and advisory teacher with responsibilities for early years, special educational needs and literacy.

Helen’s research and teaching interests include a wide range of areas with links to literacy such as teaching children from diverse cultural backgrounds and those learning EAL. As part of the Education Studies programme Helen has worked with local EMAS services to co-ordinate their contribution to the programme. She is also a passionate advocate for children’s literature and has worked closely with colleagues in the library and English department to involve students in enrichment experiences such as shadowing children’s book awards and arranging for visiting authors to contribute to undergraduate and postgraduate programmes. Helen is keen to develop innovative and engaging practice in higher education and has been a fellow of the HEA since 2008. Helen’s research history has included research into teacher preparation to teach children learning English as an additional language as well as a Poetry Society national project investigating the impact of working with authors on trainee teachers’ confidence, knowledge and pedagogy in poetry teaching. More recently she has developed a new module which involves students and staff working as partners in education research and through this researched teachers’ experiences of Ofsted inspections. She gained her PhD from the University of Leicester in October 2016. Her doctoral study focused on the development of student teachers’ and newly qualified teachers’ knowledge and practice for teaching early reading. This was influenced by an activity theory perspective on learning.

Helen is currently researching undergraduate students’ development as academic readers and writers and the role of digital literacy in this process. She is conducting a collaborative research project in partnership with Sam Elliot and third year students as co-inquirers, which examines the experiences of undergraduate education studies students (with other subjects) through the course of their degree. She contributes to the United Kingdom Literacy Association special interest group in digital literacy.

2016, Hopkins, Elizabeth and Hendry, Helen and Garrod, Frank and McClare, Siobhan and Pettit, Daniel and Smith, Luke and Burrell, Hannah and Temple, Jennifer. Teachers’ views of the impact of school evaluation and external inspection processes. Improving Schools, 19 (1). pp. 52-61. ISSN 1365-4802

2013, Erle, S., Hendry, H., Morris, J. and Sansby, E. Shadowing Shines a Light on Resources. In Chartered Institute of Library and Information Professionals Magazine. October 2013.

2012, Cooper, L., Stevens, E., and Sainsbury, M. An evaluation of Poetry Train, 2011- 12. Slough: NFER.

2011, Hendry, H. Diversity in the Early Years in Beckley, P. Learning in Early Childhood. London: Sage.

2010, Beckley, P., Elvidge, K. and Hendry, H. Early Years Educator. ‘Implementing the Early Years Foundation Stage’.

2009, Beckley, P., Elvidge, K. and Hendry, H. Implementing the Early Years Foundation Stage. Maidenhead: Open University Press.


Paper presented at BERA conference September 2009, A Study of Primary PGCE Trainees’ Developing Pedagogy for Children Learning English as an Additional Language.

Paper presented at TEAN conference May 2012. Ways Forward for Practice and Pedagogy in Initial Teacher Training: Learning from research into preparing effective teachers of Literacy and early reading.

Paper presented at UKLA International conference July 2012. Preparing Teachers to Teach Early Reading: Lessons from research and practice.

Conference submission reviewer for New England Educational Research Organisation Conference December 2012.

Workshop leader at Rhode Island Writing Project Spring Conference March 2013. Moving Image Literacy: Teaching writing in England.

Presentation to the International Writing Across the Curriculum Conference. University of Minnesota June 2014. Undoing the Voice? Subjectivity, objectivity and the space between.

Presentation to UKLA International Conference July 2014. Becoming a Teacher of Early Reading: Rhetoric and Reality. An Activity Theory analysis of trainee teachers’ practice, beliefs and understanding.

Research seminar for the pedagogy and professional practice research group at Brunel University (by invitation) based on the initial findings from my work and interest in Activity Theory. December 10th 2014.

Presentation at the UKLA International Conference July 2016. ‘In at the deep end’ Student teachers’ experiences of learning to teach early reading.

Articles by Dr Helen Hendry