Dr Gisselle Tur Porres

• The Relationship Between Self-Efficacy Beliefs and Job Satisfaction and Well-Being in Early Years Educators: The Mediator Roles of Motivation to Teach and Cognitive Flexibility (current)

  PhD

  Other supervisor: Dr Emily Marchant

• Exploring children's participation rights in pedagogical practice in early childhood education and care in Wales. (current)

  PhD

  Other supervisor: Dr Jacky Tyrie

• ‘Exploring Ethnic Inequalities within the Construct of the Children’s Care System’ (current)

  PhD

  Other supervisor: Prof Tom Crick

  Other supervisor: Dr Emily Lowthian

• Perspectives of Special education teachers on inclusion in schools for students with intellectual disabilities. (current)

  PhD

  Other supervisor: Prof Janet Goodall

• ED-M19 Research Methods (Education, Play and Childhood Studies)

  This module will examine and critically analyse the advantages and limitations of various research methods and methodologies relevant to the social sciences. The module will cover the main aspects of social science research and will guide students through research design, data collection, data analysis and data representation. Students will examine the significance of research for professional practice in childhood or educational settings, and critically evaluate relevant published research studies. The module serves to prepare students for the completion of either literature based or empirical projects.

• EDC303 Professional reflective practice

  This module will prepare students to be reflective in their practice with infants, toddlers, young children and their families. It will support students to recognise the importance of critical thinking in their practice and consider how to use research informed strategies to become an effective reflective practitioner within the early years workforce. Students will have the opportunity to reflect on their own practice in their final year placement where they will be supported to identify an area of personal learning for development, considering its relevance in early years practice to support professional development and employability. The module aim is to understand the important role of the early years practitioner working with children with a range of learning needs and languages (including Welsh), and families as students transition into the workforce or further study.

• EDE107 The Social Construction of Childhood

  This module will introduce `childhood¿ as a unique stage of life in its own right, and as a socially constructed concept. Histories of childhood will be discussed in relation to societal images of the child. Issues concerning the social process of being an infant, toddler and young child, belonging and becoming an adult, and what this might mean for policy and provision nationally and internationally will be explored. Current perceptions of children and childhood will be presented with a focus on how societal perceptions of children influence the provision of services, and how this might relate to children with additional learning needs and languages other than English.

• EDE117 Policy and Curriculum in the Early Years: National and International Perspectives

  The module will introduce students to policies and curriculum in the Early Years, nationally and internationally. It will develop understanding of national policies and curriculum in the Early Years, and then will look at international contexts. Students will be encouraged to reflect on their experiences gained in practical contexts whilst looking at the theories behind policies and curriculum. National and international curricula will be explored to review the role of practitioners in countries other than Wales. Critical approaches around the design and development of the early years¿ curriculum will be discussed with the intention of empowering professionals.

• EDE303 Professional Reflective Practice

  This module aims to enhance students¿ professional reflective practice. It will support students to critically analyse their experiences gained in practical contexts and consider how to use research informed strategies to become an effective reflective practitioner within the early years¿ workforce. Students will have the opportunity to reflect on their own placement experience where they will be supported to identify an area of personal learning for development, considering its relevance in early years¿ practice to support professional development and employability. The module aim is to understand the important role of the early years¿ practitioner working with children, families and the wider community as students¿ transition into the workforce or further study.

• EDE305 Child-Centred Learning and Teaching: Embedding Innovative Proposals

  This module introduces child-centred learning and teaching approaches throughout childhood, in ways that support children¿s interests. Students will be invited to consider the role of the adult and environment in supporting and extending children¿s individually unique learning pathways, and challenging conversations that encourage children¿s autonomy. The perspective of learning from children is also explored, where students are encouraged to engage in professional reflection around situations where this might have occurred and consider the benefits of such an approach for life-long-learning. Links to their placement will be made to generate creative and innovative child-led proposals with the experiences they gained in practical contexts that can include digital competences, arts and designs from a variety of sources. Students will also have the opportunity to explore their own creativity in which cross-curricular skills such as digital competence, numeracy and literacy, are embedded within creative endeavours where emphasis will be given to digital resources and arts.

• EDN300 Dissertation

  This dissertation module will enable students to pursue an empirical study on a topic of their choice relating to education across contexts according to their academic interest or future career aspirations. It will require students to formulate an appropriate research question and to design and execute a research project that will address their chosen question in a coherent and systematic manner. Students will have the flexibility to pursue a research topic related to education that might be relevant to their career aspirations across the full range of contexts where knowledge and expertise in education is applicable.

• EYXM21 Childhood and Children: Sociological Perspectives

  This module aims to provide students with an overview of key issues in the contemporary sociology of childhood and children. It explores what is distinctive about a sociological (rather than e.g. a biological or psychological) perspective on the period of the life course from 0-18 years. It looks at the complex place of children in society, and at dominant social perceptions of how childhood compares to adulthood. It looks at how childhood relates to factors such as the family, class, gender, ethnicity. It also looks at a series of socially contentious issues connected to childhood, including punishment, sexuality, health and education. Each of these themes and issues is tackled in a critical way, exploring competing perspectives and encouraging the student to question commonplace assumptions and take an independent stance on the issues at stake. Thus the module provides a critical understanding both of what childhood is, in social terms, and why it matters in contemporary society.

• VLIR-UOS (Flemish community of Belgium) project funding for the creation and support of the Ecuadorian Association for the Promotion of Educational Research - Platform for an Ecuadorian Sustainable Academic Development (PESAD 2). 2017

  This funding has been granted on a team project collaboration with Ecuadorian universities and the University of Leuven (KU Leuven, Belgium).

• Erasmus Mundus scholarship (Doctoral research project). Mobility Network Europe-South America: An Institutional Approach (MONESIA) Lot 17 (Brazil, Paraguay and Uruguay). 2010

  Doctoral research project.

• Delivery of bi-lingual professional learning resources for the non-maintained sector. Welsh Government Funding, UK. 2022 - 2022

  Principal Investigator- HEI lead, with CO-I Dr Michelle Brinn; CO-I Dr Pete King, £15,000

• Young Children's educational experiences during COVID-19: Amplifying their voices to enhance our understanding. Welsh Government Funding, UK. 2021 - 2022

  CO-Investigator, with PI lead Dr Jacky Tyrie; CO-I Dr Cathryn Knight, £62,000

• Delphi study to understand options available that will help to identify, address, or mitigate the impact of covid-19 on children under age 5. Welsh Government Funding, UK. 2021 - 2021

  Steering committee, with PI lead Dr Jacky Tyrie; CO-I Dr Cathryn Knight, £25,000

• Children's approach to family and community relationships. Project funded by UNAE-National University of Education, Ecuador. 2018 - 2020

  CO-Investigator, $ 25,000

• Describing research and educational innovation processes in Early Childhood teacher training. Project funded by the Organisation of Ibero-American States, Ecuador. 2017 - 2019

  CO-Investigator, $ 4,000

• History of Ecuadorian educational thought in initial teacher training. Project funded by UNAE-National University of Education, Ecuador. 2016 - 2018

  CO-Investigator, $ 25,000

Gisselle has been keynote speaker and presenter at regional and international conferences, contributing to Early Years Education, Teacher Training, and Participatory Research Projects.

• Executive director, National Institute of Educational Evaluation (INEEd)

  2019 - 2019

• University pedagogic coordinator, University pedagogic coordinator

  2018 - 2019

• Programme director Early Childhood Education Bachelor’s Degree, National University of Education (UNAE) Ecuador.

  2015 - 2018