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My research explores the possibility of teaching learners the un- or preconscious ways of thinking typically used by expert writers. Underlying this is a concern with the effects of performativity and propositional knowledge on learner agency, creativity and wellbeing.
I currently work as a part-time Lecturer in Primary Education at London Met University. Prior to this, I worked in primary education in London for twenty-four years in a variety of roles, including teaching, senior leadership, consultancy and Local Authority positions. Since my involvement in QCA's ‘Creativity in the Curriculum' project in 2004, I have been extremely interested in creative processes. As a habitual writer, I am fascinated by the relationship between these two areas of study.
E. Hargreaves and T. Scott (forthcoming). Look No Further: Inquiring into Learning-Needs as Professional Development. In E. Hargreaves and L. Rolls, ed., Unlocking Research: rethinking professional development and learning (Routledge).
Scott, T. (2018) What H Prays For, Waltham Forest International Poetry Competition
Scott, T. (2018) Permutations of H's Head, Waltham Forest International Poetry Competition
Scott, T. (2016) Looking for a teaching job? Here's how to avoid a dysfunctional school, The Guardian
Scott, T. (2016) Secret Teacher: becoming an academy destroyed my school, The Guardian
Scott, T. (2001) National Schools Film Week, Times Educational Supplement
Scott, T. (2001) Give it your best shot, Times Educational Supplement
Scott, T. (1999) Stairway to heaven, Times Educational Supplement