Dr Belinda Ferguson is a Principal Lecturer with a focus on Learning, Teaching and Staff Development in the School of Social Sciences at Nottingham Trent University. She supports staff in the development of their practice, from lecturers new to Higher Education to those more established and wishing to advance their teaching career. She is a Senior Fellow of the Higher Education Academy. Her background is in teacher education in the post-compulsory education sector and adult learning. Her research focuses on learner experience particularly in relation to assessment and feedback practice.
Belinda joined Nottingham Trent University in 2010, having previously worked in further education and has taught on a wide range of undergraduate and post-graduate courses. She completed her PhD in 2019 at Nottingham Trent University, Her doctoral research explored the views of secondary school students about the feedback they received on their learning and how these can be used to shape practice. She has extensive experience in teaching on work-based programmes that support career development for educational practitioners. She has experience in External Examining such courses.
Belinda supervises research dissertations at undergraduate and post-graduate level. She actively researches how students engage with feedback in their learning and develops strategies to increase students' feedback literacy in their learning experience. She would be willing to supervise doctoral research into curriculum, assessment and feedback design and practice.
FERGUSON, B.T., 2019. Feedback for Learning: exploring the views of secondary school students about feedback and how they can shape classroom practice. PhD, Nottingham Trent University.
FERGUSON, B (2019) Utilising student perceptions to transform feedback practices in the classroom: A Case Study. BERA Conference 2019
FERGUSON B (2018) What students think about the feedback they receive on their learning. Proceedings of Teacher Education Advancement Network Conference. 10th-11th May 2018, Aston University, UK
FERGUSON B & Scruton J (2015) How do support mechanisms for adult BME students’ effect retention, progression and attainment: what can we learn? Race Equality Teaching. 33:2 43-46
SCRUTON, J and FERGUSON, B (2014) Teaching and Supporting Adult Learners. St Albans. Critical Publishing
FERGUSON, B and SCRUTON, J (2012) Into the light: the role of peer feedback and interaction on academic skills for mature, part-time HE learners. Proceedings of INTED2012 Conference. 5th-7th March 2012, Valencia, Spain.
FERGUSON, B (2011) How effective are lesson observations in supporting the development of trainee teachers in the Lifelong Learning Sector? Proceedings of INTED2011 Conference. 7-9 March 2011, Valencia, Spain.
FERGUSON, B and STRONG, A (2010) Belonging and collegiality: the college as a community of practice. In: S. WALLACE, ed., The Lifelong Learning sector: Reflective Reader. Exeter: Learning Matters.
Course(s) I teach on