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At BTI, you will learn from staff who are experienced teachers and educators, researchers, practitioners, health workers and graduates themselves. Many have worked in private practice, for public institutions and for universities in Aotearoa New Zealand and overseas.
Biography
Bev Coombridge is an educator in the School of Teacher Education. She brings over two decades of experience in early years, primary, and secondary education across New Zealand, Bahrain, and England to her role as an educator. Her professional journey includes positions in school leadership and consultancy for school improvement. She has successfully led initiatives for improvement, implemented curriculum reforms, and mentored teachers and school leaders.
Since beginning her doctoral research, Bev has explored how assessment design can foster student agency among five-to-seven-year-olds in classrooms throughout Aotearoa New Zealand. By employing culturally responsive collaborative action research, her study reconceptualises student agency by establishing resilience as a foundational capacity.
Bev’s previous research has focused on school leadership, managing change, and gathering student voices to initiate change following crisis events. She is currently part of a research team, considering the impact of using video to facilitate authentic student-teacher reflection during school placement experiences.
Research
Coombridge, B. (2024). Empowering early learners: Navigating the interplay of teaching practice and formative assessment for cultivating student agency in the primary classroom. Journal of the Chartered College of Teaching, 21, 48-51.
At BTI, you will learn from staff who are experienced teachers and educators, researchers, practitioners, health workers and graduates themselves. Many have worked in private practice, for public institutions and for universities in Aotearoa New Zealand and overseas.
Biography
Bev Coombridge is an educator in the School of Teacher Education. She brings over two decades of experience in early years, primary, and secondary education across New Zealand, Bahrain, and England to her role as an educator. Her professional journey includes positions in school leadership and consultancy for school improvement. She has successfully led initiatives for improvement, implemented curriculum reforms, and mentored teachers and school leaders.
Since beginning her doctoral research, Bev has explored how assessment design can foster student agency among five-to-seven-year-olds in classrooms throughout Aotearoa New Zealand. By employing culturally responsive collaborative action research, her study reconceptualises student agency by establishing resilience as a foundational capacity.
Bev’s previous research has focused on school leadership, managing change, and gathering student voices to initiate change following crisis events. She is currently part of a research team, considering the impact of using video to facilitate authentic student-teacher reflection during school placement experiences.
Research
Coombridge, B. (2024). Empowering early learners: Navigating the interplay of teaching practice and formative assessment for cultivating student agency in the primary classroom. Journal of the Chartered College of Teaching, 21, 48-51.
Bev Coombridge is an educator in the School of Teacher Education. She brings over two decades of experience in early years, primary, and secondary education across New Zealand, Bahrain, and England to her role as an educator. Her professional journey includes positions in school leadership and consultancy for school improvement. She has successfully led initiatives for improvement, implemented curriculum reforms, and mentored teachers and school leaders.
Since beginning her doctoral research, Bev has explored how assessment design can foster student agency among five-to-seven-year-olds in classrooms throughout Aotearoa New Zealand. By employing culturally responsive collaborative action research, her study reconceptualises student agency by establishing resilience as a foundational capacity.
Bev’s previous research has focused on school leadership, managing change, and gathering student voices to initiate change following crisis events. She is currently part of a research team, considering the impact of using video to facilitate authentic student-teacher reflection during school placement experiences.
Coombridge, B. (2024). Empowering early learners: Navigating the interplay of teaching practice and formative assessment for cultivating student agency in the primary classroom. Journal of the Chartered College of Teaching, 21, 48-51.