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Dr Andrea Doherty

General Information

Teaching Responsibilities

  • Teaching BEd (Primary) and PGCE Early Years
  • Coordinator Year 1 module ‘World Around Us’
  • Coordinator PGCE module ‘Implementing a play-based curriculum’
  • Advisor of Studies for BEd
  • PDP tutor for Early Childhood Studies (BA degree)

External Interests / Community Service

  • Member of IAPSE – Irish Association for Primary Science Education
  • Academic Collaborator for PSTT- Primary Science Teaching Trust

Research Interests

  • Currently interested and engaged with research on play within primary and preschool settings, with a specific focus on playful science. Research on primary science education in general, including curriculum development projects and on outdoor education and outdoor play.  Also interested in the pedagogy of teacher education from initial teacher education through to continuing professional development.

Background & Qualifications

  • Teacher, EY Development Advisor, and Home-school collaborator in Derry primary school, 2009-12
  • PhD Queen’s University, Belfast 2013

Research & Scholarship

Journal Articles

McCullagh, J.F. & Doherty, A. (2018) ‘Digital Makeover: What do pre-service teachers learn from microteaching primary science and how does an online video analysis tool enhance this activity?’ Teacher Education Advancement Journal (TEAN), 10(2), pp.15-28.

McCullagh, J.F & Doherty, A (2017) ‘Innovative approaches within initial Teacher Education to develop emergent science leaders.Journal of Emergent Science, 12, pp.55-63.

Murphy, C., Doherty, A. and Kerr, K. (2016) “It is through others that we become ourselves”: A study of Vygotskian play in Russian and Irish schools. International Research in Early Childhood Education, 7 (2), pp.129-146.

Book chapters

Doherty, A. & McCullagh, J. (2017) ‘Playful Approaches to Science and Technology’ in G. Walsh, D. McMillan & C. McGuinness (Eds.) Playful Learning and Teaching. London: Sage

Doherty, A. & Walsh, G. (2015) ‘The Foundation Stage Curriculum in Northern Ireland: An Inside Practical Perspective’ in D. Boyd & N. Hirst (Eds.) Understanding Early Years Education Across the UK. London: Routledge.

Murphy, C., McCullagh, J.F., & Doherty, A. (2014) ‘Developing reflective practice’, in S. Rodrigues(Ed.) Handbook for Teacher Educators. Rotterdam: Sense Publishers.

Periodical Articles

McCullagh, J.F. & Doherty, A. (2019) ‘The benefits of setting science in an everyday context: a primary school perspective.’ School Science Review, 100(372), pp.21-27.

McCullagh, J.F. & Doherty, A. (2018) ‘Lights, camera, science. How digital story-telling can support science enquiry.’ Primary Science, Jan/Feb, pp.21-24.

Conference proceedings and papers

Murphy, C., McCullagh, J. and Doherty, A. (2014) Piloting a model for coteaching in preservice teacher education school placements based on Vygotsky’s zone of proximal development. AERA proceedings, available at: http://www.aera.net/Publications/OnlinePaperRepository/AERAOnlinePaperRepository/tabid/12720/Owner/941006/Default.aspx


Aistear Framework: An Evaluation of the Ballyfermot Early Years Language and Learnings Initiatives Programme to promote Quality Improvement in Early Years Settings through the use of the Aistear Framework: Final Report (2014)

Science Coteaching In Teacher Education (SCITE ) Project: Final Report (2013)

Science Enhancement and Learning through Exchange and Collaboration among Teachers (SELECT) Final Report (2012): SCoTENS http://scotens.org/wp-content/uploads/SELECT-Final-Report.pd

Fibonacci Project: Final Report (2012)