University staff profile

Dr Keith Turvey

Principal Lecturer


Telephone: +441273643378



Keith Turvey is Principal Lecturer in Education, in the School of Education. After a long career in Primary Education, Keith joined the University of Brighton in 2003. He has since developed both his teaching and research career in higher education, publishing widely in the fields of, teachers’ professional learning and narrative methodologies, computing, and technology supported professional learning.

Keith is particularly interested in teachers’ professional learning with digital technologies and published a research mongraph on this area in 2013 entitled Narrative Ecologies: Teachers as Pedagogical Toolmakers (Routledge).

Keith has provided research, professional development and consultancy for a number of national and international agencies including Local Authorities, the European Union and UNESCO.

My research interests

Through my research I try to reflect both the complexity and human agency at the heart of education. I am also interested in how digital technologies bring both opportunities and tensions to the processes of education and professional learning.

My research is predicated on the belief that the complexities of professional learning and teacher development can only be addressed through methodological innovation, hence my interest in narrative and life history methodologies as well as design-based and mixed methods of education research.

Research activity

Current research projects:

  • Connecting personal and professional learning narratives in teacher education: Implications for policy - University of Brighton funded research (Co-Principal Investigator)

Previous research projects:

  • Stakeholders’ perspectives of the secondary schools’ admissions procedure within Brighton and Hove – Brighton and Hove City Council (2014 - 2015) (Co-Investigator)
  • iPads in Education; From Technological tool to Pedagogical tool - University of Brighton funded research (2012 – 2014) (Principal Investigator
  • Early Years and Foundation Stage Practitioners’ Professional Learning with ICT: Training and Development Agency for Schools, TDA-funded project (2008-2010) (Principal Investigator)
  • CREATE: Creativity and Teacher Education - Funded by Centre of Excellence in Teaching and Learning in Creativity Development Fund, Universities of Brighton and Sussex (2005 – 2007) (Co-Investigator)
  • Developing conceptual frameworks for creativity and ICT in teacher education - Funded by Teacher Training Agency, Research and Development Award (2004 – 2006) (Co-Investigator)

Research centres and groups

Education Research Centre

Social media links



After gaining a BA (Hons) in music and completing a PGCE, I taught for fifteen years in East Sussex, London, and abroad as a VSO volunteer (Voluntary Service Overseas) in Nepal on a non-formal village education programme,where I became fluent in Nepalese. I have held various management roles in primary schools and have co-ordinated a number of subjects including science, mathematics, ICT/computing and music. In 2003 I left a post as senior teacher and mathematics co-ordinator to join the University of Brighton.

Since joining the University of Brighton I have developed a research focus on teachers' professional development and educational technologies. I have published widely in the field of pedagogy, teacher education, and technology supported learning. I also hold an MA in Education and completed my PhD in 2011.

Research output


  • Turvey, K., Potter, J., Allen, J., Sharp, J. (2014) (6th Edn) Primary Computing and ICT: Knowledge, Understanding and Practice, London: Sage/Learning Matters
  • Turvey, K. (2013/2015) Narrative Ecologies: Teachers as Pedagogical Toolmakers, London/New York: Routledge

Chapters in books

  • Pachler, N. and Turvey, K. (In press) Looking back, moving forward: impact and measurability of educational technology use In Voogt, J., Knezek, G., Christensen, R. and Lai, K.-W. (eds) International Handbook of Information Technology in Primary and Secondary Education. 2nd edition. Springer.
  • Turvey, K. and Pachler, N. (2018) Tablet devices in education - beyond face value In: Luckin, Rosemary, ed. Enhancing Learning and Teaching with Technology; What the research says. UCL IOE Press, London.
  • Turvey, K. (2016) On coming to narrative. In: Goodson, I., Antikainen, A., Sikes, P., Andrews, M. (Eds) The Routledge International Handbook on Narrative and Life History, London/New York: Routledge.
  • Turvey, K. and Pachler, N. (2016) 'Problem spaces': a framework and questions for critical engagement with learning technologies in formal educational contexts. In: Rushby, N. and Surry, D. (Eds) The Wiley Handbook of Learning Technology, Wiley-Blackwell.
  • Turvey, K. (2014) iPads in education? A participatory design for professional learning with mobile technologies. In: Passey, D. and Tatnall, A. (Eds) Key competencies in ICT and Informatics: Implications and issues for educational professionals and management. IFIP Advances in Information and Communication Technology, 444. Springer Verlag, Berlin, 106-123.

Peer-reviewed journal articles

  • Turvey, K., and Hayler, M., (2017) Collaboration and personalisation in teacher education: The case of blogging, Teaching and Teacher Education, 68, 42-52.
  • Turvey, K (2012) Questioning the character and significance of convergence between social network and professional practices in teacher education, British Journal of Educational Technology, 43 (5) 739-753
  • Turvey, K (2012) Constructing narrative ecologies as a site for teachers' professional learning with new technologies and media in primary education, E-learning & Digital Media, 9 (1) 113-126.
  • Turvey, K (2011) The ethical challenges of researching primary school children's online activities: A new ethical paradigm for the virtual ethnographer? An. Inst. de Ist. G. Baritiu" din Cluj-Napoca, Series Humanistica, tom. IX, 2011, pp.101-111.
  • Turvey, K (2010) Pedagogical designs to capture the symbiotic nature of professional knowledge and learning about e-learning in Initial Teacher Education in the UK, Computers & Education, 54 (3) 783-790.
  • Turvey, K (2008) Student teachers go online; the need for a focus on human agency and pedagogy in learning about e-learning in initial teacher education, Education and Information Technologies, 13 (4) 317-327.
  • Turvey, K (2006) Towards Deeper Learning through Creativity within Online Communities in Primary Education, Computers and Education, 46:3, pp.309-321
  • Loveless, A., Burton, J. & Turvey, K (2006) Developing Conceptual Frameworks for Creativity, ICT and Teacher Education, International Journal of Teaching for Thinking and Creativity, 1 (1) 3-13.

Other publications and reports

  • Robinson, C. Castanheira, P., and Turvey, K (2015) Stakeholders' perspectives on the secondary school admissions procedures in Brighton and Hove, Brighton: Education Research Centre, University of Brighton.
  • Turvey, K., Totraku, P., Colwell, J. (2010) Preparing Early Years Practitioners for the challenges of embedding the use of ICT into their professional practice; what are the challenges? TDA.
  • Turvey K., Totraku, P., Colwell, J (2009) It would have been useful to know about that piece of software!, Research in Education, 2 (1) 9-13.
  • Eastwood, R. & Turvey, K (2008) Equal opportunities or loaded dice? The 2007 Admissions Code after the Brighton and Hove adjudication, Research Intelligence, British Educational Research Association (BERA), 102, 20-21.

Conference presentations

  • Teacher Education Exchange (Turvey, K. co-author) (2017) Teacher Development 3.0: How we can transform the professional education of teachers. London: Teacher Education Exchange.
  • Hayler, M. and Turvey, K (2015) Connecting Personal and Professional Learning Narratives in Teacher Education: Implications for Policy, Paper presented at European Conference on Educational Research, Budapest, Hungary, 8 - 11 September.
  • Seipold, J., Pachler, N., Rummler, K., Bachmair, B., Ranieri, M., Turvey, K. (2015) Mobile learning: Learning across contexts - Learning in transition, Round table discussion at European Conference on Educational Research, Budapest, Hungary, 8-11 September.
  • Lewin, C., Cranmer, S., Reynolds, N., Davis, N., Turvey, K (2015) Scaling up digital pedagogy and innovation in the classroom: research challenges. Symposium, IFIP Working Conference, Vilnius, Lithuania, 1-3 July.
  • Turvey, K. (2014) Participatory designs for developing key competencies for teaching and learning with mobile technologies, Paper presented at International Federation of Information Processing conference Key competencies in informatics and ICT, Potsdam, Germany, 1-4 July.
  • Turvey, K., Hammond, M., Younie, S. (2013) Helping educators to help themselves in an age of digital eclecticism: Professional learning with new technologies. Leading panel discussion at World Conference on Computers and Education, Poland, 2-5 July.
  • Turvey, K. (2009) Pedagogical designs to capture the symbiotic nature of professional knowledge and learning about e-learning in Initial Teacher Education in the UK, International Conference of Computer Assisted Learning (CAL, 2009), Brighton, UK.

Recent keynote presentations

  • Turvey, K. (2017) Advancing research methodologies of learning with digital technologies. The British University, Dubai.
  • Turvey, K (2016) Teachers’ narrative ecologies of professional development with digital technologies. Lancaster University.
  • Turvey, K. (2014) Narrative ecologies; Teachers as pedagogical toolmakers, Invited research seminar, Brunel University, London
  • Turvey, K. (2013) Designing and reconstructing the narrative of technology enhanced learning, invited paper presented at symposium Critical Perspectives on Educational Technology, at University of Brighton.
  • Turvey, K. (2008) ICT and Creativity: Realising the potential and recognising the limitations. Keynote given at international conference, ICT for Teaching & Learning 'Creatively, November 2008, Rio De Janeiro, Brazil.

PhD students

Hayat A. Alajlan (PhD, completed 2017)
"Mobile Learning in Saudi Higher Education"

Jane Melvin (EdD, Stage 2)
"Digital Tools, Spaces and Places as Mediators of Youth Work Practice"

Maria Birch (EdD, Stage 2)
"The student experience of learning anatomy; making sense of the learning in context."

Alexander Ramiz (EdD, Stage 2)
"A cross generational study of how English subject teachers use narrative to make sense of and describe significant moments of their teaching careers, and how externally imposed changes to the teaching landscape have played out on the formation of their professional identities."



  • Principal Lecturer, School of Education
  • Co-convenor of Narrative and Biographical Mehtods Research Cluster
  • Research Lead - MA Education
  • Member University Blended Learning Committee
  • Editor, Research in Education (R.Ed), 2008-2015


  • Member of editorial board Technology Pedagogy and Education (Routledge)
  • Member of Expert Panel JRC-IPTS "Scaling-up ICT-enabled innovation for learning: Inputs from Asia and Europe" - Seville, Spain, European Commission, (2013)
  • Member of International Federation for Information Processing (IFIP) Technical Committee 3.3 ‘Research into Educational Applications of Information Technologies’
  • Peer Reviewer - Teaching and Teacher Education; Technology Pedagogy and Education, Computers and Education
  • External Examiner MA Education, Culture and Society, St Mary’s
  • Teacher Education Exchange