Professor Celia Greenway

Celia Greenway

School of Education
Professor in Education
Deputy Pro-Vice Chancellor Student Engagement

Contact details

Telephone
+44 (0)121 414 7452 (Student Engagement)
Telephone (2)
+44 (0)121 415 8218 (School of Education)
Email
c.a.greenway@bham.ac.uk
Twitter
@greenway_celia
View my research portal
Address
Aston Webb
University of Birmingham
Edgbaston, Birmingham
B15 2TT, United Kingdom

Celia Greenway is a Deputy Pro-Vice Chancellor of the University responsible for Student Engagement including the development of the personal academic tutoring and student representation systems. She is a Professor of Education who leads Early Years Education and Child Development and has contributed to several national reviews of sector policy.

Initially, as a practitioner, Celia taught in schools and nurseries across Worcestershire. Prior to joining the University, she was responsible for developing Higher Education provision within the Further Education Sector and worked in collaboration with the University of Worcester establishing Foundation degrees for Early Years workers. Since joining the University Celia has held several leadership positions including the Director of Education for the School of Education and Head of Primary Initial Teacher Education. Her main teaching interests focus on child development and early years practice. Her PhD research examined notions of ‘quality’ within the nursery sector and her subsequent writing has focused upon the Initial Teacher Education sector and approaches to learning within Higher Education. 

Teaching

Celia’s main teaching responsibility is on the PGDip in Primary Education (PGCE Advanced) programme; where she teaches professional studies and development aspects of the Early Years curriculum. As well as University based training, she also works with mentors and trainees in partnership schools. In addition to this Celia contributes to the BA (Hons) Education undergraduate degree

Postgraduate supervision

Her areas for supervision are: 

  • Early Years workforce reform 
  • Early Years practitioners professional identity 
  • Gender issues connected to the recruitment of males into Early Years
  • Leadership and Management within the nursery sector
  • Creative Curriculum with reference to young children’s social and emotional development
  • Outdoor learning and Forest schools

Research

Celia’s main research interest is quality matters in the Early Years sector. Within this her current areas of interest are:

  • Early Years workforce reform
  • Early Years practitioners professional identity
  • Gender issues connected to the recruitment of males into Early Years
  • Leadership and Management within the nursery sector
  • Creative Curriculum with reference to young children’s social and emotional development
  • Outdoor learning and Forest schools

Other activities

Celia is the External Examiner for Child development at the University of Warwick.

Publications

Chapter in a Book

Greenway, C. (2022) Ask PAT: How the introduction and implementation of an E-portfolio approach transformed the nature of student support and development in Lochtie, D., Walker, B., Stork, A., The Higher Education Personal Tutor’s and Advisor’s Companion, Translating Theory into Practice to Support Student Success, Critical Publishing, Herts, UK.

Journal articles

Matthews, A.M., McLinden, M. and Greenway, C. (2021) Rising to the pedagogical challenges of the Fourth Industrial Age in the university of the future: an integrated model of scholarship, Higher Education Pedagogies, Vol 6 (1). pp1-21 https://doi.org/10.1080/23752696.2020.1866440

Lofthouse, R., Greenway,C., Davies, D., Davies, P., Lundholm,C. (2020) Pre-service teachers’ conceptions of their own learning: does context make a difference? International Journal of Educational Research. https://doi.org/10.1080/02671522.2020.1767181

Davies, P., Connolly, M., Nelson, J., Hulme, M., Kirkman, J. & Greenway, C.  (2016). ’Letting the right one in’: provider contexts for recruitment to initial teacher education in the United Kingdom. Teaching and Teacher Education.  60, pp. 291-302. http://dx.doi.org/10.1016/j.tate.2016.09.003

Greenway, C. & Martin, G. (2010). Neuroplasticity explained by broad-scale networks and modularity? Dynamical Psychology-An International, Interdisciplinary Journal of Complex Mental Processes. ISSN: 1946-7125.

Rhodes, C. & Greenway, C. (2010). Dramatis personae: enactment and performance in primary school headship, Management in Education, 24, 4, 149-153. DOI: 10.1177/0892020610379145.

Martin, G. and Greenway, C. (2010). Neuroplasticity explained by broad-scale networks and modularity? Dynamical Psychology.

Conference Papers

Greenway, C. (2022) ‘Everyone is welcome in our tutorials’: An evaluative exploration of the explicit use of the Equality Act (2010) within the group tutorial: Paper presented at the UK Advisors and Tutors Annual Conference, online in 2021.

Greenway, C. (2021) Opportunity for all: Personal Tutoring and Inclusion in Higher Education: Keynote paper presented at the UK Advisors and Tutors Annual Conference, online in 2021.

Greenway, C. (2021) So they liked it when I talked about Taylor Swift: An evaluative exploration of the value of the reconfigured group tutorial in a research-intensive education: Paper presented at the UK Advisors and Tutors Annual Conference, online in 2021.

Greenway, C. (2020) The Power of Storytelling: Creative Ideas for Personal Tutoring: Paper presented at the UK Advisors and Tutors Annual Conference, online in 2020.

Gatekeepers to the profession: recruitment to initial teacher education in the United Kingdom. / Kirkman, John; Connolly, Mark; Nelson, James; Hulme, Moira; Davies, Peter; Greenway, Celia; Baumfield, Vivienne; Hadfield, Mark. 2015. Paper presented at British Educational Research Association Annual Conference 2015, Belfast, United Kingdom.

Lofthouse, R., Greenway, C., Bethell, S., Davies, P., Davies, D., Morgan, G., Watkins, S., ChallengerS. & Paul Herrington, P. (2016). Trainee teachers’ conceptions of their own learning: does context make a difference? Paper presented at the annual conference of the British Educational Research Association, Leeds, September 13-15, 2016. 

Szwed, C. & Greenway, C. (2008). Gender balance in primary initial teacher education – some current perspectives, UCET Conference, Birmingham, 2008. (unpublished)

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