My role as Head of Initial Teacher Training (ITT) (Early Years, Primary and Secondary) includes working closely with colleagues in schools and other educational settings to build and strengthen our Teacher Education partnerships. I also lead the Assessment Only route to QTS and introduction of Postgraduate Teacher Apprenticeships. Prior to working in Higher Education, I worked for 20 years in London schools teaching secondary science as Head of Science and Head of Vocational Programmes. My first role in ITT was at London Metropolitan University introducing a PGCE Secondary Science programme. I have also worked in postgraduate medical education providing Teacher Education for clinicians teaching in clinical and classroom settings. Here, I was the lead for the simulation workstream and chaired the simulation network group.
I gained my EdD in 2013 from London Metropolitan University in 2013. My thesis explored the links between educational decision-making and inequality. I have an MA in Chemistry from Oxford University, a PGCE with QTS in Integrated Science from Kings College, London and a PG Cert Teaching and Learning in Higher Education from London Metropolitan University. I am a Senior Fellow of the Higher Education Academy.
My professional interests include;
- Learning through professional practice
- Pedagogies in professional education
- Science education, particularly the role of talk and language
- Enhancing teaching and learning through use of simulation
- Professional conversations
My current research interests include;
- Policy and practice for educating new entrants to public sector professions
- The role of the professional work-based educator
Jerome, L. and Brook, V. (2019) Critiquing the “National Standards for School-based Initial Teacher Training Mentors” in England: What lessons can be learned from inter-professional comparison? International Journal of Mentoring and Coaching in Education. Published on-line: https://doi.org/10.1108/IJMCE-04-2019-0057
Input on Teacher education for the ‘Building on Best Practice for Public Sector Degree Apprenticeships’ project at Middlesex University in 2018
Inside Government Presentations in 2017; 'HE perspective on Professional Development for Teachers'; 'Introducing the Postgraduate Teacher Apprenticeship'
Brook. V. (2013) Linking workplace and workshop: teacher education courses for doctors in postgraduate medical training, Association for the study of Medical Education Annual Scientific Meeting, Edinburgh, 10th-12th July, 2013.
Brook. V. & McCallum. A. (2010) Making a difference: inclusion, classroom talk and voice on a rights-respecting PGCE, London Southbank University Sustainable Education conference.
TDA Grant (2009-2011): Developing a Paired Placement Model for Science PGCE trainees
‘Write Now’- Centre for Excellence in Teaching and Learning- grant obtained for mini research Project in September 2007:’Developing a model for academic writing support: The relationship between students’ prior experience of academic writing and their experiences of writing during the first year of a two year extended PGCE Science programme.’
Brook. V. & Jerome, L. (2009) A Rights Respecting PGCE – The Case of Science, paper presented at Human Rights and Citizenship Education, International Centre for Education for Democratic Citizenship, Birkbeck, London, 10 July 2009.
Brook. V. (2006) Learning-focused Curriculum Development: the redesign of elements of a PGCE Science (Subject Year) Programme, Investigations in University Teaching and Learning vol. 3 (2), London Metropolitan University
Brook. V & Smyth. J. (2006) Promoting the Biosciences in Secondary Schools - Urban/Inner City’ Oral Presentation at the Association for Science Education (ASE), Annual Conference held at the University of Reading, U.K, Jan 2006.
Currently External Examiner for United Learning SCITT
UCET and TEAN membership; Association for Science Education