Dr Tansy Jessop 

Senior Fellow Learning and Teaching 

 

Email:

Tansy.Jessop@winchester.ac.uk  

Phone:

+44 (0) 1962 826439 

Address:

Biography

Dr Tansy Jessop is a Senior Fellow in Learning and Teaching at the University of Winchester. She leads the TESTA National Teaching Fellowship Project which is funded by the UK’s Higher Education Academy, and she project manages FASTECH, a JISC funded project designed to enhance assessment and feedback through technology. After a seven year stint as a secondary school teacher in South Africa, she did a PhD on teacher development in rural primary schools in KwaZulu-Natal.  She has been a career researcher for 15 years, working as a consultant for the British Council, UK Department for International Development, and Mandela Foundation, in India, Palestine and South Africa.  Since 2005, she has worked as a researcher and educational developer in Higher Education.

Expertise

Social research methods; teacher development; assessment and feedback.

Publications

Book Chapters

Jessop, T. and Penny, A. (2008) A story behind a story: Developing Strategies for making sense of teacher narratives. In Harrison, B. (Ed.) Life Story Research. London. SAGE. 213-230 (Volume IV).

Refereed Journal Articles

Jessop, T., McNab, N. And Gubby, L. (forthcoming 2012) Mind the gap: An analysis of how quality assurance procedures influence programme assessment patterns. Active Learning in Higher Education. 13(3).

Jessop, T., Gubby, L. and Smith, A. (forthcoming 2012) Space frontiers for new pedagogies: a tale of constraints and possibilities. Studies in Higher Education. 37(2). Ifirst 25 May 2011.

Jessop, T. and Williams, A. 2009. Equivocal Tales about racism, culture and identity. Journal of Teaching in Higher Education. 14 (1) 93-104.

Williams,  A.  and Jessop,  T.  2007.  The creation of virtual communities in a primary initial teacher training programme. Journal of Education for Teaching, 33 (1). 71-82.

Harley,  K.  and Jessop,  T.  2002.  Evaluation in Developing Countries: A view through the lens of the logical framework and INSSTEP, Uganda. Perspectives in Education, 20 (3). 119-132.

Jessop,  T.  2001.  Key ingredients in the search for social justice: A case study of 'best practice' in a Calcutta school. Catholic Education: A Journal of Inquiry and Practice, 5 (1). 100-115.

Jessop,  T.  and Penny,  A.  1999.  A story behind a story: Developing strategies for making sense of teacher narratives. International Journal of Social Research Methodology: Theory and Practice, 2 (3). 213-230.

Jessop,  T.  and Penny,  A.  1998.  Recovering Teacher Voice and Vision in the Narratives of South African and Gambian Teachers: Implications for Teacher Development Policy and Practice. International Journal of Education Development, 18. (5). 393-403.

Penny, A., Harley, K. and Jessop, T. (1996) Towards a Language of Possibility: critical reflection and mentorship in initial teacher education. Teachers and Teaching: Theory and Practice. 2(1). 57-70.

Jessop, T. 1996. From Privileged Discourse to Public Knowledge: An Analysis of Reporting Research in Process. Journal of Education, 21. 95-111. ISSN 0259-479X

Jessop, T. 1994.  A Case Study of the Writing of a Zulu-speaking Std 5 Pupil using Error Analysis. Journal of Education, 19 (1) 53-64. ISSN 0259-479X

Research Interests

Narrative and case study research;  social inclusion; assessment and feedback; education in developing countries.

Funding Awards and Professional Membership

190k JISC funded FASTECH project: main bid co-writer.
200k HEA funded TESTA project: main bid writer.

Fellow of the Higher Education Academy.