Staff profile

Kulwinder Maude is an Assistant Professor (Teaching) at Durham University. She has over 24 years’ experience working in different sectors of education, including extensive experience of teaching and learning in primary schools (England and India) as well as in UK higher education. Kulwinder teaches English on undergraduate and postgraduate Initial Teacher Education (ITE) programmes along with teaching at master’s level. Her research interests include writing about beginning teacher educators and their experiences in the academy, English as an Additional Language and issue related to teacher wellbeing and retention, she has also written articles and chapters on many aspects of primary English for ITE and primary school practitioners. Kulwinder is currently undertaking a doctoral study on the addressing teacher mental health and wellbeing at Durham University. 

• 2019, Presentation at AERA conference: Looking at Beginning Teacher Educators' Ambitions for Teacher Education through a Cross Cultural Lens.
• 2022, Presentation at ICET conference: Bridging the divide: lessons from the experiences of beginning teacher educators in Jamaica, England and the United Arab Emirates.
• 2022, Presentation at TEAN conference: Explore Pre-service teachers, NQTs, RQT and ECT’s perceptions about confidence in addressing the language and learning loss amongst EAL pupils following the national lockdown in 2020.
• 2022, Presentation at ATEA conference: Shared experiences and lessons across borders: Beginning teacher educators in Jamaica, England and the United Arab Emirates
• 2022, Presentation at Durham University, Educational Research Seminars: Impression Management and Beginner Teacher Educators Transitioning: A Cross Cultural Discourse
• 2022, Presentation at Three Rivers Conference (Northeast): Transforming Assessment Practices in ITE: an exploratory study into redesigning assessment for a BA Year 2 Primary QTS Programme module.
• 2022, Presentation at Learning and Teaching Conference, Durham University: Peer Review in Higher Education.
• 2022, Presentation at BERA Conference: An evidence-based approach to addressing teacher mental health and wellbeing.

• 2000: Book Review Editor on Educational Research and Evaluation journal:
• 2000: Chevening Scholarships - Academic Assessor: Chevening scholarships are the UK government's global scholarship programme, funded by the Foreign and Commonwealth Office (FCO) and partner organisations. The academic assessors’ role is to ascertain suitability for the scholarships which offers a one-year master's degree at universities across the UK. I contribute to the program every year assessing applications from the commonwealth of nations. Through this pedagogic engagement at a national level that significantly supports a high-quality academic professional community of practice, I make a positive impact on teaching and learning nationally by developing valuable insights into the international student world and their hopes for the future; how they want to use their higher education experiences in the UK to improve their world.

  https://www.chevening.org/partners/durham-university/

  Through my contribution to Chevening Scholarships, I also represent Durham University at a national level in a role that is inextricably linked to widening participation, diversity, and inclusion. It also provides a unique opportunity to advance knowledge that can catalyse broader and deeper changes. I am very aware that Chevening Scholarships help (directly or indirectly) to grow economies and boost trade, empower young people to address threats such as climate change, debt and inequality through developing leaders, who can work collaboratively to create a legacy of sustainable change in their chosen sector.

• 2000: External examiner for PGCE Primary and PGCE School Direct: External Examiner for PGCE Primary and PGCE School Direct (3-11) for University of Gloucester, England. 
• 2000: English as an Additional Language consultant for Ladybird Books, Penguin Random House UK: I am an English as an Additional Language consultant for Ladybird Books, Penguin Random House UK. My most recent contribution has been offering my expertise for the Key Words series for graded readers for the African market. 

Chapter in book

• Maude, K., & Stephenson, M. (2022). Teaching and Learning Phonics for Pupils with Individual Needs. In W. Joliffe, D. Waugh, & A. Gill (Eds.), Teaching Systematic Synthetic Phonics in Primary Schools (341-355). (Fourth Edition). SAGE Publications
• Maude, K. (2021). Deeper Reading for EAL pupils. In A. Gill, M. Stephenson, & D. Waugh (Eds.), Developing a Love of Reading and Books (118-131). Learning Matters / Sage
• Maude, K. (2020). Inclusion in English: Challenges and Barriers. In D. Waugh, W. Joliffe, & K. Allott (Eds.), Primary English for Trainee Teachers (299-318). (Third Edition). Learning Matters / Sage
• Maude, K. (2020). Deeper Writing for EAL pupils. In A. Bushnell, A. Gill, D. Waugh, & R. Smith (Eds.), Mastering Writing at Greater Depth: A guide for primary teaching (141-157). Corwin / Sage

Journal Article

• Roofe, C., Maude, K., & Sunder, S. G. (2023). From classroom teacher to teacher educator: Critical insights and experiences of beginning teacher educators from Jamaica, England and United Arab Emirates. Power and Education, 15(1), 23-36. https://doi.org/10.1177/17577438221112536

Other (Print)

• Maude, K. (2019). Encouraging reading comprehension in learners of English as an additional language