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Professor Vivienne Baumfield

Professor of Professional Learning / Co-Director of the Centre for Research in Professional Learning

4879

+44 (0) 1392 724879

North Cloisters NC24

North Cloisters, University of Exeter, St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Overview

I am Professor of Professional Learning in the Graduate School of Education and co-leader of the Centre for Research in Professional Learning. I am interested in the interaction of research, policy and practice when university-based researchers work with practitioners in the creation and translation of knowledge across contexts. This interest is linked to the wider issue of understanding the relationship between theory and practice in professional learning and is grounded in a perspective derived from pragmatism. My teaching and research examines international perspectives on the professional development of teachers and the impact of school-university partnerships as communities of pedagogical inquiry.

Qualifications

BA (Hons) Politics and Religious Studies with Sanskrit; PhD in Indian Political Philosophy; Post Graduate Certificate in Education (Credit) History and Religious Studies; Post Graduate Certificate in Teaching and Learning in Higher Education.

Research group links

Research

Research interests

I am interested in the interaction of research, policy and practice when university-based researchers work with practitioners in the creation and translation of knowledge across contexts. This interest is linked to the wider issue of understanding the relationship between theory and practice in professional learning and is grounded in a perspective derived from pragmatism. My teaching and research examines international perspectives on the professional development of teachers and the impact of school-university partnerships as communities of pedagogical inquiry.

Research projects

Principal Investigator:

British Education Research Association Research Commission ‘Cost, Value and Quality in Professional Learning: promoting economic literacy in medical and teacher education’ 2015-16 (£12K)

British Council India Knowledge Exchange Partnership Fund ‘Learning Through Integrated Technology in University Pedagogy (LITUP)’ 2014-2015 (£10K)

British Council Azerbaijan Higher Education Capacity Building Partnership Fund ‘Sharing Models of Professional Learning in Educational Psychology and Child Development’ 2015 (£3K)

UKIndia Education Research Initiative ‘The Professional Development of Teachers in Navrachana University, Gujarat and the University of Glasgow’ 2011 (£2K)

Esmee Fairbairn ‘Promoting access to the curriculum through Visual Literacy and meaning making in a community of inquiry’ 2008 -2009 (£7.5K)

The Scottish Government ‘Collection, analysis and reporting of data on Curriculum for Excellence draft experiences and outcomes’ 2007-2008 (£131K);

National Union of Teachers ‘Teacher2Teacher Research’ 2001-2002 (£13K)

Teacher Training Agency ‘Comparison of different approaches to funding and supporting teacher research’ 2000 (£10K)

Teacher Training Agency/Centre for British Teachers ‘North-East School based Consortium’ 1998-2001 (£140K)

Co-investigator:

University of Glasgow International Partnership Development Fund ‘Intercultural Understanding of Postgraduate Studies with partner universities in Thailand’ 2015 (£2K)

Scottish Government ‘Evaluation of East Lothian Council Number Counts project’ 2014 (£20.5K)

Scottish Government ‘Developing a School-based Partnership Approach to Supporting the Professional Learning and Development of Student Teachers and Teachers’ 2010-2013 (£149K)

Scottish Government ‘Supporting teachers in the developing expertise and confidence in assessment at the point of transition between primary and secondary within the context of Curriculum for Excellence’ 2010-2011 (£142K)

AHRC/ESRC Religion and Society Programme ’Does RE Work: a multi-dimensional investigation‘ 2007-2010 (£485K)

Campaign for Learning ‘Evaluation of Learning to Learn’ 2005-2007 (£104K)

Learning and Skills Development Agency ‘Thinking skills frameworks for post 16 learners’ 2003-2004 (£99K)

EPPI/DfES Systematic Review Group ‘Thinking and Learning Skills’ 2003-2005 (£73K)

HEFCE/FDTL5 ‘Developing formative assessment using ICTs in higher education’ 2005-2007 (£149K)

Research networks

Exeter Professional Learning and Inquiry Network (ExPLAIN)

Publications

Key publications | Publications by category | Publications by year

Key publications

Elliott D, Reid K, Makara Fuller K (2016). Hidden treasure: Successful international doctoral students who found and harnessed the hidden curriculum. Oxford Review of Education, 42(6), 733-748. Abstract.

Baumfield V, Elliot D, Reid K (2016). Searching for a 'third space’: a creative pathway towards international PhD students’ academic acculturation. Higher Education Research & Development, 35(6), 1180-1195. Abstract.

Baumfield V (2016). Teachers for the Twenty-first Century: a Transnational Analysis of the Role of the University in Teacher Education in the United Kingdom. In Moon B (Ed) Do Universities have a Role in the Education and Training of Teachers?, Cambridge: Cambridge University Press, 25-39.

Publications by category

Books

Baumfield V, McLaughlin C, Cordingley P, McLellan R (eds)(2015). Making a Difference: turning teacher learning inside out. Cambridge, Cambridge University Press.

Conroy JC, Lundie D, Baumfield V, Davis RA, Wenell K, Lowden K, Gallagher T, Barnes LP, Bourque N (2013). Does Religious Education Work? a Multi-dimensional Investigation., A&C Black. Abstract.

Baumfield V, Hall E, Wall K (2012). Action Research in Education Learning Through Practitioner Enquiry., SAGE. Abstract.

Wyse D, Baumfield VM, Egan D, Gallagher C, Hayward L, Hulme M, Leitch R, Lingard B, Livingston K, Menter I, et al (2012). Creating the curriculum. Abstract.

Baumfield V, Hall E, Wall K (2008). Action Research in the Classroom.

Moseley D, Baumfield V, Elliott J, Gregson M, Higgins S, Miller J, Newton D (2005). Frameworks for thinking: a handbook for teaching and learning. Abstract.

Journal articles

Baumfield V, Elliott D, Reid K (In Press). Capturing visual metaphors and tales: Innovative or elusive?. International Journal of Research and Method in Education

Baumfield V, Bethel A, Boyle C, Katene W, Knowler H, Koutsouris G, Norwich B (In Press). How lesson study is used in initial teacher education: an international review of literature. Teacher Development

Baumfield V (2022). Research in and for religious education. BRITISH JOURNAL OF RELIGIOUS EDUCATION, 44(2), 133-137. Author URL.

Hoang J, Mattick K, Baumfield V (2021). Typologies of education and training pathways for general practitioners: a scoping review. Educ Prim Care, 32(2), 78-84. Abstract. Author URL.

Baumfield V (2019). The meaning and end of religion. BRITISH JOURNAL OF RELIGIOUS EDUCATION, 41(1), 115-116. Author URL.

Elliot DL, Reid K, Baumfield V (2016). Beyond the amusement, puzzlement and challenges: an enquiry into international students’ academic acculturation. Studies in Higher Education, 41(12), 2198-2217. Abstract.

Oancea A, Menter I, Baumfield V (2016). Editorial. Review of Education, 4(1), 3-4.

Baumfield V (2016). Etwas im Religionsunterricht bewegen: Zur Integration von Theorie und Praxis beim professionellen Lernen von Lehrkräften. Zeitschrift für Pädagogik und Theologie, 68(2), 165-177.

Mattick K, Baumfield V (2016). From cost to value in medical education. Med Teach, 38(5). Author URL.

Baumfield VM (2016). John Dewey among the theologians. BRITISH JOURNAL OF RELIGIOUS EDUCATION, 38(3), 343-345. Author URL.

Baumfield V (2016). Making a difference in the Religious Education classroom: integrating theory and practice in teachers’ professional learning. British Journal of Religious Education, 38(2), 141-151. Abstract.

Marie Baumfield V (2015). International trends and national contexts in religious education. British Journal of Religious Education, 37(1), 1-3.

Baumfield V (2015). Mind the gap. Theory and practice in professional learning. Professional Development Today, 17(2), 8-17.

Baumfield VM (2015). Religion and education in religious education: Constructing the object of study. British Journal of Religious Education, 37(3), 222-224.

Baumfield VM (2015). Religion and education in religious education: constructing the object of study. British Journal of Religious Education

Baumfield V, Cush D, Miller J (2014). A third perspective in retrospective: 20 years later. British Journal of Religious Education, 36(3), 247-255.

Baumfield V (2014). An aims‐based curriculum: the significance of human flourishing for schools. The Curriculum Journal, 25(1), 151-154.

Baumfield V (2014). MasterClass in religious education: transforming teaching and learning. BRITISH JOURNAL OF RELIGIOUS EDUCATION, 36(1), 102-106. Author URL.

Baumfield V (2014). To teach is to learn. British Journal of Religious Education, 36(1), 1-3.

Baumfield V (2013). Curriculum reform and subject review: Religious education at the crossroads. British Journal of Religious Education, 35(1), 1-4.

Baumfield V (2013). Curriculum reform and subject review: religious education at the crossroads. BRITISH JOURNAL OF RELIGIOUS EDUCATION, 35(1), 1-4. Author URL.

Baumfield V, Menter I, Oancea A (2013). Editorial. Review of Education, 1(1), 1-1.

Baumfield V, Cush D (2013). Religious education at the crossroads (again): the search for a subject identity?. British Journal of Religious Education, 35(3), 231-235.

Baumfield V, Cush D (2012). A gift from the child: Curriculum development in religious education. British Journal of Religious Education, 34(3), 227-230.

Adam JM, Camotim D, Dunai L, Marti K, Nikolos IK, Pallares FJ, Papadopoulou MP, Saka MP, Schueller GI, Vietor T, et al (2012). Editorial. ADVANCES IN ENGINEERING SOFTWARE, 44(1), 1-2. Author URL.

Gaines AD (2012). Editorial. CULTURE MEDICINE AND PSYCHIATRY, 36(1), 1-1. Author URL.

Hessle S (2012). Editorial. INTERNATIONAL JOURNAL OF SOCIAL WELFARE, 21(1), 1-2. Author URL.

Carter L, Colman W (2012). Editorial. JOURNAL OF ANALYTICAL PSYCHOLOGY, 57(1), 1-2. Author URL.

Baumfield V, Menter I, Gronn P, Cremin H, Hughes J, Leitch R (2012). Editorial. British Educational Research Journal, 38(1), 1-2.

Baumfield VM, Conroy JC, Davis RA, Lundie DC (2012). The Delphi method: Gathering expert opinion in religious education. British Journal of Religious Education, 34(1), 5-19. Abstract.

Baumfield V (2012). Understanding the wider context: Meaning and purpose in religious education. British Journal of Religious Education, 34(1), 1-4.

Xue Y (2012). Untitled. JOURNAL OF GENETICS AND GENOMICS, 39(1), 1-2. Author URL.

Kennedy DW (2012). Untitled. INTERNATIONAL FORUM OF ALLERGY & RHINOLOGY, 2(1), 1-1. Author URL.

Azulay J-P (2012). Untitled. REVUE NEUROLOGIQUE, 168(1), 1-1. Author URL.

Baumfield V (2011). 'Knowing differently': Religion and education in the classroom. British Journal of Religious Education, 33(1), 1-2.

Baumfield V, Menter I, Gronn P, Cremin H, Hughes J, Leitch R (2011). Editorial. British Educational Research Journal, 37(1), 1-3.

Meijer WAJ, Baumfield V, Whittall A, Gent B, Leirvik O (2010). Book reviews. British Journal of Religious Education, 32(1), 77-87.

Baumfield V, Hulme M, Livingston K, Menter I (2010). Consultation and engagement? the reshaping of teacher professionalism through curriculum reform in 21st Century Scotland. Scottish Educational Review, 42(2), 57-73.

Baumfield V, Menter I, Skelton C, Thomas G (2010). Editorial. British Educational Research Journal, 36(1), 1-2.

Baumfield V (2010). Editorial: Towards a pedagogy for religious education: Professional development through engagement in and with research. British Journal of Religious Education, 32(2), 89-91.

Baumfield V (2010). Researching RE teachers. RE teachers as researchers. BRITISH JOURNAL OF RELIGIOUS EDUCATION, 32(1), 79-81. Author URL.

Wakeling P, Eyre D, Tucker S, Sears A, Race R, Croll P, Baumfield V, Allan A, Swain J, Kapadia R, et al (2010). Reviews. British Journal of Educational Studies, 58(1), 117-134.

Baumfield V (2010). The Power of Pedagogy. BRITISH JOURNAL OF EDUCATIONAL STUDIES, 58(1), 126-128. Author URL.

Baumfield V (2009). 'It's good to talk': Dialogue and the development of mutual understanding. British Journal of Religious Education, 31(3), 183-185.

Thomas G, Baumfield V, Menter I, Skelton C (2009). BERJ: a journal for our community of inquiry. British Educational Research Journal, 35(1), 1-3.

Nesbitt E, Castelli M, Leirvik O, Baumfield V, Wintersgill B, Ouellet F (2009). Book reviews. British Journal of Religious Education, 31(3), 289-301.

Hulme M, Baumfield V, Payne F (2009). Building capacity through teacher enquiry: the scottish schools of ambition. Journal of Education for Teaching, 35(4), 409-424. Abstract.

Baumfield VM, Hall E, Higgins S, Wall K (2009). Catalytic tools: Understanding the interaction of enquiry and feedback in teachers' learning. European Journal of Teacher Education, 32(4), 423-435. Abstract.

Higgins S, Baumfield V, Newton D, Elliott J (2009). DEVELOPING EFFECTIVE MULTIMEDIA INSTRUCTION FOR EXPERT LEARNERS. The American Journal of Psychology, 122(4), 553-555.

Baumfield V (2009). Essays on pedagogy. BRITISH EDUCATIONAL RESEARCH JOURNAL, 35(5), 809-810. Author URL.

Higgins S, Baumfield V, Newton D, Elliott J (2009). Instructing and Testing Advanced Learners: a Cognitive Load Approach. AMERICAN JOURNAL OF PSYCHOLOGY, 122(4), 553-555. Author URL.

Baumfield V (2009). Inter faith dialogue by email in primary schools: an evaluation of the building e-bridges project. BRITISH JOURNAL OF RELIGIOUS EDUCATION, 31(3), 295-297. Author URL.

Baumfield V (2009). Learning about and learning from religious education. British Journal of Religious Education, 31(1), 1-2.

Baumfield V (2009). Schools and religions: imagining the real. BRITISH JOURNAL OF RELIGIOUS EDUCATION, 31(1), 75-77. Author URL.

Bates D, Baumfield V, Francis LJ, Priestley JG, Richardson R (2008). Book reviews. British Journal of Religious Education, 31(1), 73-83.

Baumfield V (2008). Demanding RE: Engaging research, scholarship and practice to promote learning. British Journal of Religious Education, 30(1), 1-2.

Baumfield V (2008). Education for inclusive citizenship. BRITISH EDUCATIONAL RESEARCH JOURNAL, 34(2), 296-297. Author URL.

Baumfield V (2008). Romanticism and education: love, heroism and imagination in pedagogy. BRITISH EDUCATIONAL RESEARCH JOURNAL, 34(3), 408-409. Author URL.

Naughton GM, Willan J, Flewitt R, Ball M, Baumfield V (2007). BOOK REVIEWS. International Journal of Early Years Education, 15(2), 219-229.

Baumfield V (2007). Becoming a teacher of RE in a world of religious diversity. Journal of Beliefs and Values, 28(1), 77-81. Abstract.

Baumfield V, Butterworth M (2007). Creating and translating knowledge about teaching and learning in collaborative school-university research partnerships: an analysis of what is exchanged across the partnerships, by whom and how. Teachers and Teaching: Theory and Practice, 13(4), 411-427. Abstract.

Baumfield V (2007). Religious education and Schwab's four topics of education. British Journal of Religious Education, 29(2), 125-126.

Baumfield VM (2007). Teachers as Learners: promoting professional development through inquiry. Journal of Research and Reflections in Education, 1(2), 147-159.

Baumfield V (2006). Breadth and depth in researching religious education. British Journal of Religious Education, 28(1), 1-2.

Baumfield V (2006). Textbooks and RE - Empowering or restricting?. British Journal of Religious Education, 28(3), 223-224.

Baumfield V (2006). Tools for pedagogical inquiry: the impact of teaching thinking skills on teachers. Oxford Review of Education, 32(2), 185-196. Abstract.

Baumfield V, Butterworth M (2005). Developing and sustaining professional dialogue about teaching and learning in schools. Journal of In-service Education, 31(2), 297-312.

Baumfield V, Butterworth M (2005). Developing and sustaining professional dialogue about teaching and learning in schools. Journal of In-Service Education, 31(2), 297-312. Abstract.

Baumfield V, Butterworth M (2005). Developing and sustaining professional dialogue about teaching and learning in schools. Journal of In-service Education, 31(2), 297-312.

Baumfield V (2005). Disciplinary knowledge and religious education. British Journal of Religious Education, 27(1), 3-4.

Baumfield V (2005). Religion and postmodernity. JOURNAL OF MORAL EDUCATION, 34(1), 117-118. Author URL.

Baumfield V, Devlin N (2005). Staying on task: can a thinking skills approach support a productive pedagogy for inclusion?. Journal of Research in Special Educational Needs, 5(1), 37-42.

Baumfield V (2004). Editorial: the place of religious education in the school curriculum. British Journal of Religious Education, 26(2), 115-117.

Baumfield V (2003). British Journal of Religious Education: Editorial. British Journal of Religious Education, 25(2), 86-88.

Baumfield V (2003). British Journal of Religious Education: Editorial. British Journal of Religious Education, 25(2), 2-5.

Baumfield V (2003). British Journal of Religious Education: Editorial. British Journal of Religious Education, 25(4), 258-260.

Baumfield V (2003). Democratic RE: Preparing young people for citizenship. British Journal of Religious Education, 25(3), 173-184. Abstract.

Baumfield V, Johnson C (2002). British Journal of Religious Education: Editorial. British Journal of Religious Education, 24(2), 82-84.

Baumfield V, Mroz M (2002). Investigating pupils' questions in the primary classroom. Educational Research, 44(2), 129-140. Abstract.

Baumfield V, Mroz M (2002). Investigating pupils' questions in the primary classroom. EDUCATIONAL RESEARCH, 44(2), 129-140. Author URL.

Baumfield V (2001). British Journal of Religious Education: Editorial. British Journal of Religious Education, 23(2), 74-75.

Baumfield V (1999). Editorial: British journal of religious education. British Journal of Religious Education, 22(1), 2-3.

Higgins S, Baumfield V (1998). A Defence of Teaching General Thinking Skills. Journal of Philosophy of Education, 32(3), 391-398. Abstract.

Baumfield V, Oberski I (1998). What do teachers think about thinking skills?. Quality Assurance in Education, 6(1), 44-51. Abstract.

Baumfield V (1997). British Journal of Religious Education: Editorial. British Journal of Religious Education, 20(1), 2-4.

Jackson R, Baumfield V (1997). British Journal of Religious Education: Editorial. British Journal of Religious Education, 19(2), 66-68.

Baumfield V (1997). Freedom and authority in religions and religious education - Gates,B. JOURNAL OF MORAL EDUCATION, 26(2), 231-233. Author URL.

Baumfield V, Bowness C, Cush D, Miller J (1994). Model syllabus consultation period: a contribution. Journal of Beliefs & Values, 15(1), 3-5.

Chapters

Baumfield V, Higgins S (2021). Child and the Curriculum in the 21st Century. In (Ed) The Contemporary Relevance of John Dewey's Theories on Teaching and Learning, 131-148.

Baumfield V (2018). Curriculum Making in the (Dis)United Kingdom. In (Ed) Religions- und Ethikunterricht zwischen Konkurrenz und Kooperation, 317-332.

Baumfield V (2018). Curriculum Making in the (Dis)United Kingdom: the impact of global trends, national contexts and local circumstances on Religious and Moral Education in schools. In Schroder B, Emmelmann M (Eds.) Religions- und Ethikunterricht zwischen Konkurrenz und Kooperation, Gottingen: Vandenhoeck and Ruprecht, 317-332. Abstract.

Baumfield VM (2016). Changing minds: the professional learning of teachers in a classroom community of inquiry. In (Ed) The Routledge International Handbook of Philosophy for Children, 119-126.

Baumfield V (2016). Democratic Pedagogy: Thinking together. In Higgins SE, Coffield F (Eds.) John Dewey's Democracy and Education a British tribute, London: UCL-IoE Press, 76-88.

Baumfield V (2015). Practitioner Research: Understanding Teaching through Inquiry. In Wyse D, Hayward L, Pandya J (Eds.) The SAGE Handbook of Curriculum, Pedagogy and Assessment, London: SAGE Publications Limited, 154-168.

Baumfield V (2015). Tools for inquiry: the role of thinking skills approaches in developing pedagogy as theory. In (Ed) The Routledge International Handbook of Research on Teaching Thinking, 71-79.

Baumfield V (2014). Developing a Capacity for Learning. In Carroll M, McCulloch M (Eds.) Understanding Teaching and Learning in Primary Education, London: Sage, 102-115.

Baumfield V (2012). Pedagogy. In Barnes P (Ed) Debates in Religious Education, London: Routledge, 205-212.

Baumfield VM (2012). Pedagogy. In (Ed) Creating the Curriculum, 46-58. Abstract.

Baumfield V, McLaughlin C (2006). Bridging and bonding: Perspectives on the role of the university in SUPER. In (Ed) Researching Schools: Stories from a Schools-University Partnership for Educational Research, 132-146.

Baumfield V (2005). How local should a local agreed syllabus for RE be?. In (Ed) Spiritual and Religious Education, 241-250. Abstract.

Conferences

Conroy JC, Lundie D, Baumfield V (2012). Failures of meaning in religious education. Abstract.

Publications by year

In Press

Baumfield V, Elliott D, Reid K (In Press). Capturing visual metaphors and tales: Innovative or elusive?. International Journal of Research and Method in Education

2022

Baumfield V (2022). Research in and for religious education. BRITISH JOURNAL OF RELIGIOUS EDUCATION, 44(2), 133-137. Author URL.

2021

Baumfield V, Higgins S (2021). Child and the Curriculum in the 21st Century. In (Ed) The Contemporary Relevance of John Dewey's Theories on Teaching and Learning, 131-148.

Hoang H (2021). DEVELOPING a GLOBAL TYPOLOGY OF EDUCATION AND TRAINING PATHWAYS FOR GENERAL PRACTITIONERS.

Introduction

General practitioners (GPs) play a crucial role in delivering primary care; however, there is a shortage of GPs and a recruitment crisis in many parts of the world. Additionally, GPs often work under high pressure due to increasing societal demand for their services, resulting from the aging population, increasingly complex patient cases, climate change, pandemics, and other factors. Initiatives such as changes in medical technology, new ways of treating patients, and increasing allied healthcare professionals' involvement are attempting to address these challenges. Therefore, the role of GPs is changing, and new approaches to recruitment and training are required. This thesis explores different typologies of education and training pathways for GPs and their characteristics.

Methods

The study consisted of two sequential phases. In phase 1, a scoping review used search terms such as ‘General practice’ or ‘Family medicine’ and ‘medical education or training’ in Ovid Medline, EmBase, and ERIC. It identified studies published in English since 2010, describing education and training pathways for GPs. Three typologies based on GPs’ roles in healthcare systems were developed. In phase 2, semi-structured interviews with 28 stakeholders in the training process for GPs helped to extend understanding of the three typologies. The stakeholders were located in three countries (Vietnam, UK, and the USA) selected as representative of each typology.

Results

In phase 1, 90 articles were included in the scoping review, of which 47 discussed both undergraduate and postgraduate programmes. The different roles of GPs within the health care system were reflected in distinct education and training pathways. Three typologies were developed: ‘Gatekeeper’ (where patients cannot access secondary or tertiary services without GP referral), ‘Doctor of Choice’ (where patients can choose to see a GP or specialist and can access secondary or tertiary care directly), and ‘Team member’ (where patients can access a network of health professionals in the community).

In phase 2, three main themes related to the typologies emerged: (i) characteristics of training pathways, (ii) influencing factors, and (iii) stages of the training pathway. Training pathways were diverse and changed over time. Five influencing factors to GP training were: programme design (curriculum, pedagogy, assessment), culturally and historically established structures (e.g. duration and training settings), changing role of GPs, changing expectations of patients and society, and changing health needs. There were three main stages of training pathways: entering the pathway as medical students, continuing the pathway as trainees, and exiting the pathway as GPs. The significant distinctions of the three stages between the typologies were reflected.

Discussion

The study offers a provisional typology with typical characteristics and factors influencing GP training. These findings highlight: (1) diversity and complexity in education and training for GPs; (2) a strong connection between training pathways with practice settings and types of primary care provision in countries; (3) that a ‘one size fits all’ approach is not appropriate in designing and developing GP training programmes; (4) that barriers exist to the mobility of GPs between countries. Therefore, the typology provides a reference for medical educators and policymakers. Conceptualising the diversity in education and training pathways can inform the implementation of educational and training transformation for GPs in different countries.

Abstract.

Hoang J, Mattick K, Baumfield V (2021). Typologies of education and training pathways for general practitioners: a scoping review. Educ Prim Care, 32(2), 78-84. Abstract. Author URL.

2019

Baumfield V (2019). The meaning and end of religion. BRITISH JOURNAL OF RELIGIOUS EDUCATION, 41(1), 115-116. Author URL.

2018

Baumfield V (2018). Curriculum Making in the (Dis)United Kingdom. In (Ed) Religions- und Ethikunterricht zwischen Konkurrenz und Kooperation, 317-332.

2016

Baumfield VM (2016). Changing minds: the professional learning of teachers in a classroom community of inquiry. In (Ed) The Routledge International Handbook of Philosophy for Children, 119-126.

Baumfield V (2016). Democratic Pedagogy: Thinking together. In Higgins SE, Coffield F (Eds.) John Dewey's Democracy and Education a British tribute, London: UCL-IoE Press, 76-88.

Oancea A, Menter I, Baumfield V (2016). Editorial. Review of Education, 4(1), 3-4.

Mattick K, Baumfield V (2016). From cost to value in medical education. Med Teach, 38(5). Author URL.

Baumfield VM (2016). John Dewey among the theologians. BRITISH JOURNAL OF RELIGIOUS EDUCATION, 38(3), 343-345. Author URL.

2015

Marie Baumfield V (2015). International trends and national contexts in religious education. British Journal of Religious Education, 37(1), 1-3.

Baumfield V, McLaughlin C, Cordingley P, McLellan R (eds)(2015). Making a Difference: turning teacher learning inside out. Cambridge, Cambridge University Press.

Baumfield V (2015). Mind the gap. Theory and practice in professional learning. Professional Development Today, 17(2), 8-17.

Baumfield VM (2015). Religion and education in religious education: Constructing the object of study. British Journal of Religious Education, 37(3), 222-224.

Baumfield VM (2015). Religion and education in religious education: constructing the object of study. British Journal of Religious Education

2014

Baumfield V, Cush D, Miller J (2014). A third perspective in retrospective: 20 years later. British Journal of Religious Education, 36(3), 247-255.

Baumfield V (2014). An aims‐based curriculum: the significance of human flourishing for schools. The Curriculum Journal, 25(1), 151-154.

Baumfield V (2014). Developing a Capacity for Learning. In Carroll M, McCulloch M (Eds.) Understanding Teaching and Learning in Primary Education, London: Sage, 102-115.

Baumfield V (2014). MasterClass in religious education: transforming teaching and learning. BRITISH JOURNAL OF RELIGIOUS EDUCATION, 36(1), 102-106. Author URL.

Baumfield V (2014). To teach is to learn. British Journal of Religious Education, 36(1), 1-3.

2013

Baumfield V (2013). Curriculum reform and subject review: Religious education at the crossroads. British Journal of Religious Education, 35(1), 1-4.

Baumfield V (2013). Curriculum reform and subject review: religious education at the crossroads. BRITISH JOURNAL OF RELIGIOUS EDUCATION, 35(1), 1-4. Author URL.

Conroy JC, Lundie D, Baumfield V, Davis RA, Wenell K, Lowden K, Gallagher T, Barnes LP, Bourque N (2013). Does Religious Education Work? a Multi-dimensional Investigation., A&C Black. Abstract.

Baumfield V, Menter I, Oancea A (2013). Editorial. Review of Education, 1(1), 1-1.

Baumfield V, Cush D (2013). Religious education at the crossroads (again): the search for a subject identity?. British Journal of Religious Education, 35(3), 231-235.

2012