Dr Gisselle Tur Porres

• 'Bodies out of place' and 'in-place' in occupational therapy's spaces of education: a critical qualitative collective case study of racialised embodiment, belonging and becoming (current)

  PhD

  Other supervisor: Prof Janet Goodall

• The Relationship Between Self-Efficacy Beliefs, 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

• Participation in practice: A multi-case study approach to exploring children’s participation rights within early childhood education and care (ECEC) settings in Wales (current)

  PhD

  Other supervisor: Dr Jacky Tyrie

• Exploring Child Protection Professionals’ Perspectives on Ethnic Inequalities’ (awarded 2026)

  PhD

  Other supervisor: Dr Emily Lowthian

• Perspectives of Special Education Teachers on Inclusion in Schools for Students with Intellectual Disabilities in Saudi Arabia (awarded 2026)

  PhD

  Other supervisor: Prof Janet Goodall

• EDE110 The Social Construction of Childhood

  In this module you will explore `childhood¿ as a unique stage of life in its own right, and as a socially constructed concept. Together, we will discuss histories of childhood in relation to societal images of the child. You will reflect on 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.. You will look at how society views children and childhood, and how these views shape the services and support available to them. You will explore how different perceptions can affect children with additional learning needs and those who speak languages other than English and/or Welsh. Through discussion and case studies, you will reflect on how inclusive and responsive services can be developed to meet diverse needs.

• EDE112 Policy and Curriculum in the Early Years: National and International Perspectives

  In this module, you will explore how early years policies and curriculum frameworks are shaped across different countries, including and beyond Wales. You will look at the theories behind curriculum design and policy development, and compare how these play out in diverse educational systems. Through practical experiences and reflective tasks, you will consider the role of early years practitioners and how they influence children¿s learning and well-being. The module will support you to think critically about curriculum innovation and help you develop inclusive, responsive approaches to early childhood education.

• EDE306 Professional Reflective Practice

  In this module, you will strengthen your professional reflective practice skills. = You will critically analyse the experiences gained in practical contexts and consider how to use research informed strategies to become an effective reflective practitioner within the early years¿ workforce and identify areas for improvement and drive positive change. You will have the opportunity to reflect on your own placement experience where you will be supported to identify an area of continuing personal learning for development, considering its relevance in early years¿ practice to support professional development and employability, in enhancing staff performance and organisational effectiveness. You will understand the important role of the early years¿ practitioner working with children, families and the wider community as you transition into the workforce or further study.

• EDPD00 Dissertation (in either Childhood, Play or Education)

  The Dissertation module supports you in undertaking an independent self-directed research project on a topic related to either childhood, play [PK5.1]or education. You can choose to undertake empirical research or a literature-review and are supported throughout your project by a designated supervisor. Supervisors provide advice and guidance on the research process, including supporting you in designing and planning your research. You will develop key research skills, including reviewing and analysing the literature, developing appropriate research questions or hypotheses, aims and objectives, generating and/or analysing data and drawing analytically robust conclusions. Independence and self-directed learning is a key feature of the module, meaning that you will develop key study and employability skills.

• EDPM26 Childhood and Children: Sociological Perspectives

  This module will examine key issues in the contemporary sociology of childhood and children. It focuses on what makes a sociological perspective on childhood distinct from biological or psychological approaches, examining the life course from birth to 18 years. Students will explore the complex role of children in society and how childhood is socially perceived in relation to adulthood. The module critically examines the social construction of childhood across different cultural and historical contexts, and considers how childhood intersects with factors such as family, gender, and ethnicity. Through engagement with diverse theoretical perspectives¿including post-structural, feminist, decolonial and intersectional approaches¿you will apply these frameworks to current debates and real-world case studies[DJ3.1][HEL3.2][GT3.3]. Thus, the module provides a critical understanding both of what childhood is, in social terms, and why it matters in contemporary society.

• EDPM33 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. You 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 you for the completion of an empirical research study.

• 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

• SUN-CHAT: SUN safety Conversations about Healthy Attitudes to Tanning: exploring perceptions of school children and their parents/carers (MASI funding). 2022 - 2023

  Perceptions of tanning with young children: explore the perceived effects on health to encourage children’s healthy behaviours towards tanning and sun exposure., with Dr Julie Peconi; Dr Rachel Abbott; Prof. Helen Lewis; Dr Emily Marchant; Ms Kirsty Lanyon, £5,000

• Taith Researcher Mobility award and International Science Partnerships Fund (phase 1 & 2) LLYWIO R BYD YMCHWIL = NAVIGATE THE WORLD OF RESEARCH LLYWIO. TAITH 2024 - 2025

  , with Gisselle Tur Porres (PI), Jacky Tyrie (Co-I), Michelle Brinn (Co-I) and Lauren Henderson (ECR) , £7,515

• Exploring Young Children’s Identity through Arts-based Participatory Phenomenography (with Medr funding) 2026 - 2026

  This project engages with young children aged around five, their parents/carers, including UK born children and children from migrant or refugee backgrounds, reflecting meaningful sociocultural variation. , £1,110

• 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.

• 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).

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