Tony Rea 

Head of Continuing Professional Development  

Education, Health and Social Care 

Email:

tony.rea@winchester.ac.uk 

Phone:

01962 826437 

Address:

Expertise

Tony's main areas of expertise are in ethnographic research,outdoor learning andprofessional learning amongst teachers.

Publications

Arthur, L., Marland, H., Pill, A., and Rea, T. (2009)School culture and postgraduate professional development: delineating the 'Enabling School'.Professional Development in Education

Rea, T and Waite, J. (2009) Editorial: International perspectives on outdoor and experiential learning. Education 3-13 International Journal of Primary, Elementary and Early Years Education, 37, 1

Rea. T. (2009) The Citizenship curriculum de-schooled: an argument for outdoor and informal teaching. In Gearon, L. (Ed.) Learning to Teach Citizenship in the Seconary School. 2 ed. London: Routledge

Rea, T. (2009) Informal learning outdoors. In Gibson, S. and Haynes, J. (Eds.) Perspectives on Participation and Inclusion; Engaging Education. London: Continuum

Rea, T. (2008) Alternative visions of learning: Children's learning experiences in the outdoors. Educational Futures: e-journal of the British Education Studies Association, 2

Rea, T. (2008) Methodology in outdoor research: approaches from an alternative discourse. Journal of Adventure Education and Outdoor Learning, 8

Rea, T. (2007) "It's not as if we've been teaching them..." reflective thinking in the outdoor classroom. Journal ofAdventure Education and Outdoor Learning, 6, pp.107-120

Waite,S. and Rea, T. (2007) Enjoying teaching outside the classroom. In Hayes, D. (Ed.) Joyful teaching and learning in the primary school. Exeter, Continuum

Arthur, L., Marland, H., Pill, A. and Rea, T. (2006) Postgraduate Professional Development for Teachers: motivational and inhibiting factors affecting the completion of awards. Journal of In-service Education, 32,pp.201-219

Research Interests

Tony is interested in current issues in outdoor and informal learning, professional learning and teacher identity formation, and the role of intercultural study visits.

Funding Awards and Professional Membership

• Fellow of the Higher Education Academy