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Shona Tyers

Senior Lecturer

School of Social Sciences

Staff Group(s)
Primary Teacher Education

Role

Shona Tyers is a Senior Lecturer within the Primary Education team, contributing to both undergraduate and postgraduate teacher training programmes. While her teaching spans the breadth of the Primary curriculum, her areas of specialism include Early Years, Mathematics, Art, and Physical Education. In addition to delivering lectures and seminars, Shona provides academic support for students undertaking their final year Independent Studies research projects and the Leadership and Management module. She holds responsibilities as both a Module Lead and Strand Lead for areas of the curriculum. Additionally, Shona is a Lead Mentor, collaborating with school based mentors to ensure effective support for trainees during placement. She is also an active member of the interview panel at Nottingham Trent University.

Career overview

Prior to her appointment at Nottingham Trent University in 2023, Shona Tyers was a primary school teacher and leader for 20 years, undertaking a variety of subject and phase leadership roles, including Physical Education Lead, Art Lead, Geography Lead, PSHE Lead, and Early Years Foundation Stage (EYFS) Lead. She also facilitated continuing professional development (CPD) in EYFS for colleagues within her school. In addition, Shona served as an Induction Tutor for Newly Qualified Teachers (NQTs) and Early Career Teachers (ECTs), as well as a mentor for student teachers.

Shona completed a Master’s degree in Education Studies in 2025, further strengthening her academic engagement. As part of her Master’s programme, Shona has undertaken modules in Leadership, as well as Coaching and Mentoring. These areas of study have significantly informed and enhanced her professional practice, particularly in her work with both student teachers and experienced educators. The Leadership module provided a theoretical and practical foundation for understanding organisational dynamics, strategic decision-making, and the development of effective leadership within educational settings. Similarly, the Coaching and Mentoring module equipped Shona with advanced skills in supporting professional growth, fostering reflective practice, and promoting collaborative learning cultures. These competencies have been instrumental in her roles as a Lead Mentor and in guiding students through their academic and professional development.

Since joining NTU in January 2023, Shona has contributed to both undergraduate and postgraduate programmes. In recognition of her commitment to teaching and learning in higher education, Shona was awarded Fellowship of the Higher Education Association (FHEA) in 2024.

Research areas

Shona’s Master’s dissertation explored the critical issue of Teacher Retention, examining the complex factors that influence whether educators choose to remain in or leave their chosen profession. Her research adopted a multi-perspective approach, incorporating insights from both current and former teachers across a range of career stages and age groups. This work engaged with themes such as professional identity, workload, leadership support, and the broader socio-political context of education, contributing to the discourse on sustainability within the teaching workforce.

Shona maintains a strong scholarly and professional interest in the teaching profession, with a particular focus on strategies to support the development of resilient and committed educators. Her aim is to make a meaningful contribution to initial teacher education by equipping students with the skills and dispositions necessary for a successful career, while also addressing systemic challenges related to teacher retention. Through her teaching and research, she seeks to influence policy and practice that promote teacher wellbeing and long-term engagement in the profession.

External activity

Shona has established professional links with two schools in The Gambia, West Africa, through ‘New Life’ charity. She regularly undertakes visits to deliver teaching and professional development opportunities for both pupils and staff. These engagements encompass curriculum support, pedagogical training, and collaborative learning initiatives. Shona regards this work as highly rewarding and transformative, both for the communities involved and for her own practice, as it fosters intercultural understanding and global perspectives in education. She is committed to strengthening these partnerships and is keen to develop further collaborative links across Africa, with the aim of promoting educational exchange, teacher development, and cross-cultural dialogue.

Course(s) I teach on