Paula Stone is a Senior Lecturer in Education within the Department of Primary Education. Paula undertook her Higher Education as a mature student after a lengthy career in banking and Human Resources and Staff Development. She joined Canterbury Christ Church University in 2007. Prior to this Paula taught in primary schools in Bromley, Bexley and Kent for eight years and was recognised as a Leading Mathematics Teacher. She then worked as a Local Authority Consultant for mathematics. Paula is currently module lead for the School Direct PGCE as she strongly believes that teaching should be, both, a practical and intellectual profession.
Research and knowledge exchange
Paula has recently completed her doctoral thesis, entitled “Confronting myself: An auto/biographical exploration of the impact of class and education on the formation of self and identity. The thesis is an exploration of the inter-relationship between class transition and education in a bid to understand the impact of both in the formation of the self and identity. Paula used an auto/biographical approach to illustrate how education has enabled her to cross class boundaries from growing up in socio-economic disadvantage to become a Senior Lecturer in a university. Drawing on critical theory and feminist approaches, Paula argues that auto/biography provides a legitimate means of illuminating the minutia of self/other encounters to challenge the discourses about the 'other'. Paula encourages her MA students to use autoethnographic approaches in their own research to critically examine their practice at a macro, meso and micro level.
Teaching and subject expertise
Alongside teacher education, Paula specialises in Masters Level research modules. She has a particular interest in qualitative research, in particular the use of auto/biographical and autoethnographical approaches.
In recent years I have presented at the Teacher Education Advancement Network
2015 - The nature of critical professional reflection on school-based programmes
2016 - Are we cultivating learning on School Based programmes (Lead/Co-Presenter)
- Transformation: Enabling student teachers’ learning to challenge epistemic assumptions (A collaborative presentation with ITE and Early Years professionals)
2017 - What is ‘transformative initial teacher education.
I am a member of ESREA – European Society for Research on the Education of Adults. I contribute regularly to the Life History and Biography Network.
2012 - Canterbury Constructing Narratives of Continuity and Change conference
- Alison Eakins and Paula Stone (2012) ‘It’s all about me….? Complex Understandings of the positioning of the researcher within the research process’
- At the crossroads: New Directions in Teacher Education Conference 16-18th July 2012
2014 - Athens - What’s the point of Transformative learning
- Changing my assumptions: One ITE tutor’s journey of professional development through self-study
2016 – Canterbury – Finding resources of hope
- Is “doing my job” the same as “doing the right thing”?
2017 – Copenhagen - Discourses we live by
- A struggle for recognition
2018 – Turin - Together in its discontents
- We make the road by walking: Identity formation and collaborative narrative within the doctoral supervisory relationship. (Co-presentation with my PhD supervisor)
Publications and research outputs
Stone, P. (2012) Please do not defer …A personal reflection of participation on the PGCLT (HE) . Educational Developments Issue 12.3 September. London. Staff and Educational Development Association.
Stone, P , Fisher, L. and Marshall, E. (2012) The Benefits of engaging in research informed practice. Mathematics Teaching Issue 227 March Association of Teachers of Mathematics.
Stone, P. (2012) ‘Questioning to create thoughtful reflection and learning in mathematics’ in Sangster, M. (ed) Developing Teacher Expertise. London: Continuum
Stone, P. (2013) Shape Position and Movement in Taylor, H and Harris, A (Eds) Mathematics 0-8.
Stone, P. (2015) 'Do I really have time to enage in research?'in Sangster, M. (ed) Challenging Perceptions i Primary Education. London: Continuum