Michelle Best

Michelle Best HND, BA Hons, MA

Senior Lecturer

Michelle Best is a Senior Lecturer in the School of Education, Faculty of Education, Health and Human Sciences at the University of Greenwich. She is also Phase Quality Lead for Further Education and Skills Sector, Link tutor for Network colleges and Mentor and Distance Coordinator.

Michelle joined the University in 2015 and delivers Initial Teacher Training (ITT) programmes across three academic framework pathways: The Professional Certificate in Education (PCE, Level 5), The Professional Graduate (ProfGCE, Level 6) and Postgraduate Certificate in Education (PGCE, Level 7).

In addition, she delivers the Professionals as Researchers Enquiry project which introduces a range of research techniques to experienced teachers in schools and colleges; she also delivers topics on the Literacy and ESOL specialist pathway. 

Michelle previously taught on the Professional Certificate in Education (PCET) and BA Hons Education degree, in her role as Programme Leader in Education Studies. She was also an Advanced Practitioner, leading on and sharing with colleges' teaching staff innovative approaches to delivering English in the curriculum. As part of the Quality Team, Michelle monitored teaching through Learning Walks and the promotion of the student voice within the College and was also member of the Higher Education Teaching and Learning Committee. Her previous role included working in partnership with the University of Sussex, liaising with the Dean and other members of the Sussex Education and Research Consortium to investigate current government policy on ITT. Michelle has conducted two validations for new ITT programmes and developed specifications with the University of Sussex and City and Guilds, maintaining quality and structure to benefit trainee teacher success. 

Michelle has selected accreditation as Advanced Practitioner since 2011 and as Lead Advanced Practitioner since 2014. She has been awarded internal certificates in teaching excellence and given recognition for delivering training sessions on differentiation and assessment for learning and embedding mathematics in lessons at the University Centre Croydon, Croydon College.

Michelle is currently studying towards the Doctorate in Education and her interests include the professional development of teachers and teacher identity. Other professional interests include the promotion of the reflective practitioner as part of institutional remit and developing the use of technology within the classroom. Michelle also works closely with the Education and Training Foundation as a Reviewer for Qualified Teacher Learning and Skills (QTLS) status and Advanced Teacher Status (ATS).

Posts held previously:

  • 2013-2015, External Examiner, Initial Teacher Training Lifelong Learning, University of Greenwich
  • 2011-2015, Programme Leader for Education Studies and Advanced Practitioner, University Centre Croydon, Croydon College
  • 2002-2011, Lecturer and Advanced Practitioner, Hospitality and Catering, Work-based Learning, Croydon College

Responsibilities within the university

  • Senior Lecturer in Teacher Education, School of Education
  • Phase Quality Lead for Further Education and Skills Sector
  • Link Tutor for Network partner colleges 
  • Distance Coordinator
  • Mentor Coordinator
  • Module Leader for Research and Scholarship for the Development of Subject Specialist Expertise

Recognition

  • Senior Fellow Higher Education Academy (Advance HE)
  • Fellow of the Society for Education and Training
  • Reviewer of QTLS and ATS with Education and Training Foundation

Research / Scholarly interests

Michelle's research interest stems from her thesis focus of investigating teachers' awareness of their teacher identity.

This interest derives from previous research on digital literacy and how the social identity of a student shapes their e-learning experience. The exploration of the influences of identity linked to how learners respond to education and how social participation contributes to the learning process. Ultimately, investigations into cognitive and motivational aspects of intergroup differentiation has supported teachers in designing and delivering a range of sessions.

Additional research projects include:

  • the study of motivational concepts and active learning tasks to promote learner participation, specifically of English Speakers of Other Languages (ESOL) students.
  • and the promotion of collaborative learning and innovative use of Information & Communications Technology to prepare learners for successful lives in an increasingly societal and technological world.