Mark Betteney

Dr Mark Betteney BA Hons, PGCE, PGCLTHE, MA, EdD

Mark Betteney

Dr Mark Betteney
BA Hons, PGCE, PGCLTHE, MA, EdD

Deputy Head of Department

Department of Teacher Education

Faculty of Education and Health

Dr Mark Betteney is Deputy Head of Department of Secondary Education, LLTE and PE & Sport at the University of Greenwich.

Mark lectures on a number of courses including Professional Studies and Primary Education, with responsibility for Quality Assurance and student progression.

Mark joined the university in 2010 as Lead for Primary Education (Qualified Teacher Status) and involved in all aspects of the programme including validation and recruitment, student progression and programme evaluation. He continues to have specific responsibility for research project courses.

Before joining the university, Mark was a senior lecturer at London Metropolitan University, teaching exclusively on post-graduate courses including PGCE, MA and EdD.

Mark is an experienced Primary school teacher, having taught in North West Kent and South East London for over 15 years. The majority of his early teaching career was spent in Key Stage 1 (KS1) and he was a KS1 SATS coordinator for a number of years. The last five years of his career as Primary school teacher was in KS2, with particular emphasis on teaching and resourcing literacy and music.

Mark's teaching interests include education, inclusion, music, language and literacy, and student progression. He holds accreditation as a Senior Fellow of the Higher Education Academy (HEA).

Posts held previously:

  • 2010-15, Programme Lead, BA Primary Education, University of Greenwich
  • 2005-10, Senior Lecturer, Primary Education, London Metropolitan University
  • 2002-05, Stillness Junior School. Bickley, London
  • 1989-2002, Knockhall County Primary School, Greenhithe, Kent
  • Deputy Head of Department in Lifelong Learning Teacher Education, Secondary Education and  PE & Sport
  • Lecturer on undergraduate programmes in Professional Studies and Primary Education
  • Monitor Quality Assurance and student progression
  • Senior Fellow of the HEA
  • External validation panels: South Bank University, Anglia Ruskin University, Kingston University, University of East London
  • Member of United Kingdom Literacy Association

Mark's research interests focus on the relationship between music and early reading acquisition; student progression and; Newly Qualified Teacher progression.

Funded research projects

  • REF internally funded, University of Greenwich: A Year in Transition: Exploring NQTs' move from pre-school training into employment.

Betteney, M. and Brooks, G. (2015). Can reading skills which are developed through the reading of music be transferred to benefit the early decoding of text? International Journal of Multidisciplinary and Comparative Education, 2 (1), pp. 57-72.

Betteney, M. (2015). Exit velocity: is there truth in the commonly-held belief that grades for undergraduate students tend to improve from Year 2 to Year 3? A case study. Compass, 6 (10).

Betteney, M. and Brooks, G. (2014). Learning to read text and learning to read music: Conceptual and pedagogical parallels. International Journal of Multidisciplinary and Comparative Education, 1 (1), pp. 6-16.

Betteney, M. (2013). "It's just a stage I'm going through": moving student teachers from 'Good' to 'Outstanding'. Compass, Vol 8. 

Betteney, M. (2010). All for one, and one for all: if texts hold power, to what extent does current Primary and Early Years documentation empower teachers? Literacy, 44, pp. 91–97.

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 Conference presentations:

Betteney, M. (2014). Weab, photh and muttle: a report on a study which used nonsense words to show whether reading skills developed through the reading of music can benefit the early decoding of text. In: 50th UKLA International conference. University of Surrey.

Betteney, M. (2013). Partnerships: It's just a stage I'm going through: moving student teachers from 'good' to 'outstanding'. In: Cross Regional Opportunities: Improving Social Cohesion. University of Greenwich.

Cousins, S. and Betteney, M. (2010). New literacies for new students: how two universities are supporting undergraduate students within changing patterns of learning and teaching. In: 47th UKLA International Conference. University of Winchester.

Cousins, S. and Betteney, M. (2010). New literacies for new students: how two universities are supporting undergraduate students within changing patterns of learning and teaching. In: 3rd Learning and Teaching conference. London Metropolitan University.

Betteney, M. (2009). Reading notes: what parallels are there between reading, and reading music? In: 46th UKLA International Conference. University of Greenwich.

Keynote lectures:

Betteney, M. (2013). The aims and objectives of the 2013 National Curriculum: what has changed? University of Greenwich.

Betteney, M. (2013). Can skills developed through the reading of music be transferred to benefit the early decoding of text. University of Greenwich.

Betteney, M. (2013). Weab, photh and muttle: a look at the use of nonsense words in the assessment of phonics development. University of Greenwich.

Betteney, M. (2013). Learning to read English: how was it for you? Demystifying theory series. University of Greenwich.

Browse our publications database