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Employment (1)

Liverpool John Moores University: Liverpool, Liverpool, GB

2006-09 to present | Senior lecturer (Education, Health and Community)
Employment
Source: Self-asserted source
Richard Tynan

Education and qualifications (6)

Liverpool John Moores University: Liverpool, Merseyside, GB

2020-07 to 2022-04-01 | PhD (Doctoral Academy)
Education
Source: Self-asserted source
Richard Tynan

Liverpool John Moores University: Liverpool, Liverpool, GB

2012-11 | PG Cert LTHE
Education
Source: Self-asserted source
Richard Tynan

NCSL: Manchester, GB

2006-12 | NPQH
Education
Source: Self-asserted source
Richard Tynan

University of Liverpool: Liverpool, Liverpool, GB

1987-11 | M. Ed. (School of Education)
Education
Source: Self-asserted source
Richard Tynan

University of Liverpool: Liverpool, Liverpool, GB

1977-09 to 1978-07 | PGCE (School of Education)
Education
Source: Self-asserted source
Richard Tynan

Brunel University: Uxbridge, Middlesex, GB

1973-09 to 1977-07 | Bachelor of Technology (Hons) (Applied Biology)
Education
Source: Self-asserted source
Richard Tynan

Works (44)

What did the Covid-19 pandemic tell us about initial teacher programmes?

EDULEARN24 Proceedings
2024-07-18 | Conference paper
DOI: 10.21125/edulearn.2024.0054
SOURCE-WORK-ID:

300813

Part of ISSN: 2340-1117
Contributors: Richard Tynan; Andrea Mallaburn
Source: check_circle
Liverpool John Moores University

ONE EFFECT ON PRE-SERVICE TEACHERS’ SELF-EFFICACY SCORES LINKED TO CHANGES IN ANTI-COVID-19 MEASURES AS THE PANDEMIC PROGRESSED IN SCHOOLS IN THE NORTHWEST OF ENGLAND

INTED proceedings
2024-03 | Conference paper
DOI: 10.21125/inted.2024.0249
SOURCE-WORK-ID:

298835

Part of ISSN: 2340-1087
Contributors: Richard Tynan; Andrea Mallaburn
Source: check_circle
Liverpool John Moores University

USING THE SCHOOL PLAYING FIELD TO MEET THE PRACTICAL REQUIREMENTS ASSOCIATED WITH ECOLOGY SUBSTANTIVE KNOWLEDGE IN CURRENT BIOLOGY EXAMINATION SPECIFICATIONS IN ENGLAND

INTED proceedings
2024-03-12 | Conference paper
DOI: 10.21125/inted.2024
SOURCE-WORK-ID:

298840

Part of ISSN: 2340-1079
Contributors: Richard Tynan
Source: check_circle
Liverpool John Moores University

Searching for an underlying mechanism governing pre-service teacher assessment in the northwest of England: an example of adopting a critical realism approach for teacher education research

ICERI 2023 Proceedings
2023-11-13 | Conference paper
DOI: 10.21125/iceri.2023
SOURCE-WORK-ID:

294543

Part of ISSN: 2340-1095
Contributors: Richard Tynan
Source: check_circle
Liverpool John Moores University

THE SELF-EFFICACY OF PRE-SERVICE TEACHERS: LESSONS LEARNED DURING THE COVID-19 PANDEMIC IN THE NORTHWEST OF ENGLAND

EDULEARN Proceedings
2023-07 | Conference paper
DOI: 10.21125/edulearn.2023.0671
SOURCE-WORK-ID:

290172
Contributors: Richard Tynan; Andrea Mallaburn
Source: check_circle
Liverpool John Moores University

The Importance of Ecology Fieldwork in English Secondary School Curricula

EDULEARN23 Proceedings
2023-07-03 | Conference paper
DOI: 10.21125/edulearn.2023
SOURCE-WORK-ID:

288653

Part of ISSN: 2340-1117
Contributors: Richard Tynan
Source: check_circle
Liverpool John Moores University

THE SELF-EFFICACY OF TRAINEE TEACHERS RECOMMENDED FOR QUALIFIED TEACHER STATUS (QTS) IN ENGLAND DURING THE COVID-19 PANDEMIC: LOOKING FOR EXPLANATIONS

ICERI Proceedings
2022-12-01 | Conference paper
DOI: 10.21125/edulearn.2022.0144
SOURCE-WORK-ID:

271815

Part of ISSN: 2340-1095
Contributors: Richard Tynan; Andrea Mallaburn
Source: check_circle
Liverpool John Moores University

The Self-Efficacy of Trainee Teachers Who Were Recommended for Qualified Teacher Status (Qts) in England During the Covid-19 Pandemic

EDULEARN22 Proceedings
2022-07-06 | Conference paper
DOI: 10.21125/edulearn.2022
SOURCE-WORK-ID:

268554

Part of ISSN: 2340-1117
Contributors: Richard Tynan; Andrea Mallaburn
Source: check_circle
Liverpool John Moores University

A critical evaluation of criteria-based assessment of subject knowledge and other competencies of teachers in training

2022-04-01 | Dissertation or Thesis
DOI: 10.24377/LJMU.t.00016623
SOURCE-WORK-ID:

265189
Contributors: Richard Tynan; Andrea Mallaburn; Linda Seton; Angela Daly
Source: check_circle
Liverpool John Moores University

THE COVID-19 GENERATION: NEWLY QUALIFIED TEACHERS’ (NQTS’) SELF-EFFICACY

ICERI2020 Proceedings
2020-11-11 | Conference paper
DOI: 10.21125/iceri.2020.1732
SOURCE-WORK-ID:

248920

Part of ISSN: 2340-1095
Contributors: Richard Tynan; Andrea Mallaburn; Jo Frankham
Source: check_circle
Liverpool John Moores University

Attitudes to assessing trainee teachers on school experience placement within a group involved in an initial teacher education partnership at an 11-16 school: a Q-methodology approach

TEAN Journal
2019-11-29 | Journal article
Source: Self-asserted source
Richard Tynan

The journey from reflection on practice to research informed practice: the contribution of MA practitioner research

TEAN Journal
2019-11-11 | Journal article
Source: Self-asserted source
Richard Tynan

The journey from reflection on practice to research informed practice: the contribution of MA practitioner research

Teacher Education Advancement Network Journal
2019-11-11 | Journal article
SOURCE-WORK-ID:

239036

Part of ISSN: 2054-5266
Contributors: A Pratt; Richard Tynan; A Jackson
Source: check_circle
Liverpool John Moores University

Attitudes to assessing trainee teachers on school experience placement within a group involved in an initial teacher education partnership at an 11-16 academy: a Q-methodology approach

Teacher Education Advancement Network Journal
2019-11-07 | Journal article
SOURCE-WORK-ID:

230279

Part of ISSN: 2054-5266
Contributors: Richard Tynan; Matt McLain
Source: check_circle
Liverpool John Moores University

Can effect sizes give any clues to the way mentors ascribe numerical grades when assessing secondary trainee teachers against the Teachers’ Standards in England?

TEAN Journal
2019-01-01 | Journal article
Source: Self-asserted source
Richard Tynan

Can effect sizes give any clues to the way mentors ascribe numerical grades when assessing secondary trainee teachers against the Teachers’ Standards in England?

Teacher Education Advancement Network Journal
2018-12-05 | Journal article
SOURCE-WORK-ID:

211730

Part of ISSN: 2054-5266
Contributors: Richard Tynan; R B Jones
Source: check_circle
Liverpool John Moores University

Assessing trainee secondary teachers on school placement: Subject knowledge and overall teaching grades.

TEAN Journal
2018-01-11 | Journal article
Source: Self-asserted source
Richard Tynan

Assessing trainee secondary teachers on school placement: Subject knowledge and overall teaching grades.

Teacher Education Advancement Network Journal
2018-01-09 | Journal article
SOURCE-WORK-ID:

203853

Part of ISSN: 2054-5266
Contributors: Richard Tynan; R B Jones
Source: check_circle
Liverpool John Moores University

Consistency counts- or does it?

Teacher Education Advancement Network Journal
2017-01-31 | Journal article
SOURCE-WORK-ID:

125432

Part of ISSN: 2054-5266
Contributors: Richard Tynan; Andrea Mallaburn
Source: check_circle
Liverpool John Moores University

Consistency counts - or does it?

Teacher Education Advancement Network Journal
2017-01-01 | Journal article
Source: Self-asserted source
Richard Tynan

Subject knowledge enhancement courses for creating new chemistry and physics teachers: the students’ perceptions

School Science Review
2016-12-31 | Journal article
SOURCE-WORK-ID:

180992

Part of ISSN: 0036-6811
Contributors: Richard Tynan; R Jones; Andrea Mallaburn; K Clays
Source: check_circle
Liverpool John Moores University

Subject knowledge enhancement courses for creating new chemistry and physics teachers: the students’ perceptions.

School Science Review
2016-12-01 | Journal article
Source: Self-asserted source
Richard Tynan

Assessing teachers in training: Towards understanding and achieving consistency across ITT/E partnerships.

2016-07-12 | Conference paper
SOURCE-WORK-ID:

125586
Contributors: Richard Tynan; Andrea Mallaburn
Source: check_circle
Liverpool John Moores University

Working towards evidence based practice in science teaching and learning.

School Science Review
2016-06 | Journal article
Source: Self-asserted source
Richard Tynan

Working towards evidence based practice in science teaching and learning

School Science Review
2016-06-01 | Journal article
SOURCE-WORK-ID:

123336

Part of ISSN: 0036-6811
Contributors: Richard Tynan; R B Jones; Andrea Mallaburn; K Clays
Source: check_circle
Liverpool John Moores University

Assessing trainee teachers on placement: is there any consistency?

7th TEAN Conference: Cultivating Learning, Conference Aston, Birmingham
2016-05 | Conference paper
Source: Self-asserted source
Richard Tynan

Working towards evidence based practice in science teaching and learning.

Using STEM research conference: using research to improve, National STEM Learning Centre, York
2016-05 | Conference paper
Source: Self-asserted source
Richard Tynan

Assessing trainee teachers on placement: is there any consistency?

2016-05-05 | Conference paper
SOURCE-WORK-ID:

122830
Contributors: Richard Tynan
Source: check_circle
Liverpool John Moores University

Insights from a Subject Knowledge Enhancement Course for Creating New Chemistry and Physics Teachers

School Science Review
2015-06-01 | Journal article
SOURCE-WORK-ID:

115001

Part of ISSN: 0036-6811
Contributors: M Inglis; Andrea Mallaburn; Richard Tynan; K Clays; R B Jones
Source: check_circle
Liverpool John Moores University

Subject knowledge enhancement (SKE) courses for creating new chemistry and physics teachers: do they work?

School Science Review
2014-06 | Journal article
Source: Self-asserted source
Richard Tynan

The impact of Pre- Initial Teacher Training Subject Knowledge Enhancement (Pre-ITT SKE) courses for creating new Chemistry and Physics Teachers.

EHC Faculty Research Conference, Redmonds Building, LJMU
2014-06 | Conference paper
Source: Self-asserted source
Richard Tynan

The impact of Pre- Initial Teacher Training Subject Knowledge Enhancement (Pre-ITT SKE) courses for creating new Chemistry and Physics Teachers.

2014-06-27 | Conference paper
SOURCE-WORK-ID:

89927
Contributors: R J Tynan
Source: check_circle
Liverpool John Moores University

Subject knowledge enhancement (SKE) courses for creating new chemistry and physics teachers: do they work?

School Science Review
2014-06-01 | Journal article
SOURCE-WORK-ID:

89925

Part of ISSN: 0036-6811
Contributors: K Clays; Richard Tynan; Andrea Mallaburn; R B Jones
Source: check_circle
Liverpool John Moores University

Insights from a Subject Knowledge Enhancement Course for Creating New Chemistry and Physics Teachers

School Science Review
2013-06 | Journal article
Source: Self-asserted source
Richard Tynan

Science education in the UK – a journey

First Pedagogical Conference between LJMU and City Unity College, Athens, City Unity College, Athens
2013-04 | Conference paper
Source: Self-asserted source
Richard Tynan

Out of school learning in science

Association for Science Education Conference 2012, University of Liverpool
2012-01 | Conference paper
Source: Self-asserted source
Richard Tynan

Alchemy: Magic and Illusion in Science Education

INTED2025 Proceedings
Conference paper
SOURCE-WORK-ID:

349731
Contributors: Richard Tynan
Source: check_circle
Liverpool John Moores University

Assessing Trainees

Conference paper
SOURCE-WORK-ID:

89923
Contributors: Richard Tynan
Source: check_circle
Liverpool John Moores University

Consistency counts – or does it?

Teach Education Advancement Network (TEAN) Journal
Conference paper
SOURCE-WORK-ID:

349733
Contributors: Richard Tynan; Andrea Mallaburn
Source: check_circle
Liverpool John Moores University

Out of school learning in science

Conference paper
SOURCE-WORK-ID:

89922
Contributors: R J Tynan; Richard Tynan
Source: check_circle
Liverpool John Moores University

Pre-service teachers maintained their own self-efficacy during the Covid-19 pandemic

INTED2025 Proceedings
Conference paper
SOURCE-WORK-ID:

349730
Contributors: Richard Tynan; Andrea Mallaburn
Source: check_circle
Liverpool John Moores University

Science education in the UK – a journey

Conference paper
SOURCE-WORK-ID:

89928
Contributors: K Clays; Richard Tynan; Andrea Mallaburn; R B Jones
Source: check_circle
Liverpool John Moores University

Statistical analysis in advanced special and advanced level Biology in England

EDULEARN24 Conference Proceedings
Conference paper
DOI: 10.21125/edulearn.2024.0055
SOURCE-WORK-ID:

300815

Part of ISSN: 2340-1117
Contributors: Richard Tynan
Source: check_circle
Liverpool John Moores University

Working towards evidence based practice in science teaching and learning.

School Science Review
Conference paper
SOURCE-WORK-ID:

114667

Part of ISSN: 0036-6811
Contributors: R J Tynan
Source: check_circle
Liverpool John Moores University
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