Professor Mark Priestley

Professor

Education University of Stirling, Stirling, FK9 4LA

Professor Mark Priestley

Contact details

About me

I am Professor of Education and the Director of the Stirling Centre for Research into Curriculum Making (see https://www.stir.ac.uk/about/faculties/social-sciences/our-research/research-groups/stirling-centre-for-research-into-curriculum-making/).

I started my career in education as a teacher of History, working in a number of secondary schools in England and New Zealand, where I also taught Geography, RE, Humanities and Social Studies. In New Zealand, I was the Coordinating Lecturer of Christchurch College of Education's Nelson campus from January 1999 until June 2000. Since arriving at the former School of Education at Stirling in 2001, I have taken on a number of roles. I was Deputy Dean/Deputy Head of School from 2014-2018, Director of Initial Teacher Education between 2004 and 2007, and Director of the First Year Educational Studies Programme between 2009 and 2011. I have also undertaken several external roles, including: 

-Scottish Government: member of the Curriculum and Assessment Board (2017-present) -Scottish Government: member of the Scottish Education Council (2021-present) -Welsh Government: member of the Curriculum and Assessment Group (2016-present) -Scottish Government: member of the National Improvement Strategic Group (2016-2017) -Curriculum Journal: Lead Editor (2018-2024) -Scottish Educational Review: Editor (2007-2010); Chair of the Editorial Board (2011-2014).  -British Educational Research Association (BERA): Co-opted Council member (2013-2017); Chair of the Academic Publications Committee (2014-2017).  -Scottish Educational Research Association (SERA): Co-opted member of the Executive Committee (2013-2015).   -Curriculum Inquiry: Member of the International Editorial Board (2015-present)  -European Educational Research Association: Co-Convenor of Network 3, Curriculum Innovation (2014-present).  -Scottish Graduate School of Social Science: DTC Education Pathway Convenor (2014-present). 

External examining: -UCL/IoE MA in Curriculum, Assessment and Pedagogy (2016-present); -University of Edinburgh MSc Education and MSc Educational Research (2012-2015);
-Doctoral external examiner (including University of Glasgow, University of Ulster, Newcastle University, Lancaster University, University of Edinburgh, University of Auckland, University of Oslo, Inland Norway University of Applied Sciences, Stellenbosch University, Trinity College Dublin). 

In relation to Doctoral supervision, I welcome inquires relating to the area of curriculum studies: curriculum theory, curriculum policy, curriculum development.

Follow my blog at http://mrpriestley.wordpress.com/  Follow me on BlueSky: https://bsky.app/profile/markrpriestley.bsky.social

My research interests relate to  curriculum theory, policy and practice, and the professional work of teachers. Current research concerns teachers and curriculum development (through critical collaborative professional enquiry) in Scotland and Wales, curriculum narrowing in Scotland, and teachers working conditions in Scotland. I am also working with colleagues in a range of countries (including Cyprus, Finland, Sweden, Ireland and Canada) to develop understanding of the ways in which curriculum policy is mediated and enacted in diverse ways.

Award

BERA Academic Citizen of the Year
British Educational Research Association
https://www.bera.ac.uk/…izen-of-the-year
The BERA Academic Citizen of the Year is an award intended to recognise a colleague working in educational research who has made a significant contribution to the discipline as a whole and the academic community through their academic citizenship over the past academic year. We are proud to announce that Professor Mark Priestley has been named the BERA Academic Citizen of the Year for 2024. This award recognises his dedication to academic citizenship and his significant contributions to the educational community, both in the UK and internationally. Professor Priestley’s leadership in the academic community is exemplified by his roles as Director of Research in the Education Division at the University of Stirling and Director of the Stirling Centre for Research into Curriculum Making (SCRCM). He has played a pivotal role in enhancing the profile of The Curriculum Journal during his six-year tenure as Lead Editor, where he introduced the ‘Curriculum in Professional Practice’ forum. This initiative fosters meaningful dialogue among educators, policymakers, and professionals, helping to connect academic research with practical applications in curriculum design and implementation. His commitment to academic service extends to several key professional organisations. Professor Priestley has served as Co-Convenor of the European Educational Research Association’s Network 3 (Curriculum Innovation) for a decade, and as a member of the General Assembly of the International Assembly for the Advancement of Curriculum Studies. He is also actively involved in the Scottish Education Council and serves on the Advisory Board for the UCL Centre for Teaching and Research. Professor Priestley is not only a leader in formal academic settings but also a strong advocate for community engagement. Through the SCRCM, he has facilitated numerous seminars and webinars, reaching over 600 participants from schools, colleges, universities, policy, and third sector organisations. His efforts ensure that the benefits of academic work are shared broadly and contribute to ongoing professional development across the educational landscape. He has completed 12 doctoral students and continues to support 7 others. Congratulations to Professor Priestley on receiving the BERA Academic Citizen of the Year award and we look forward to witnessing his continued contributions to the field of education.

Community Contribution

Member of the Scottish Education Council

Member of the Scottish Government Curriculum and Assessment Board,

Member of the Welsh Government Curriculum and Assessment Expert Group

Event / Presentation

Curriculum development in Europe – what we can learn from other countries
Invited keynote for the National Education Institute of Slovenia – Curriculum development in Europe – what we can learn from other countries (February 2024)

Curriculum making across education systems: the value of diverse voices.
European Educational Research Association (EERA)
Priestley, M. (2023). Curriculum making across education systems: the value of diverse voices. Keynote at the annual European Conference on Educational Research, 25 August 2023, Glasgow, UK.

Curriculum making and teacher agency: a question of balance
Priestley, M. (2023). Curriculum making and teacher agency: a question of balance. Keynote at the annual Onderwijs Research Dagen conference, 5 July 2023, Amsterdam, The Netherlands.

Other Academic Activities

Teachers as Curriculum Makers: an essential ingredient in a successful system
https://dimensies.nu/uitgesproken-november-2023/
Dimiensies, Netherlands, feature article in journal, based on an interview - Teachers as Curriculum Makers: an essential ingredient in a successful system

Research projects (24)

Choice, attainment and positive destinations: exploring the impact of curriculum policy change on young people
PI: Dr Marina Shapira
Funded by: The Nuffield Foundation
–

West Partnership
PI: Professor Mark Priestley
Funded by: South Lanarkshire Council
–

Excellence in Headship 2018-19
PI: Professor Mark Priestley
Funded by: Education Scotland
–

RIC collaboration
PI: Professor Mark Priestley
Funded by: West Lothian Council
–

Green Party policy guidance
PI: Professor Mark Priestley
Funded by: The Scottish Parliament
–

Clacks School Based Curriculum Development (SBCD) Through Critical Collaborative Professional Enquiry (CCPE) Programme
PI: Professor Mark Priestley
Funded by: Clackmannanshire Council
–

Inverness Creative Curriculum
PI: Professor Mark Priestley
Funded by: Education Scotland
–

Excellence in Headship 2019-20
PI: Professor Mark Priestley
Funded by: Education Scotland
–

Rapid Review of National Qualifications 2020
PI: Professor Mark Priestley
Funded by: Scottish Government
–

EAS: School-based Curriculum Development through Professional Enquiry
PI:
Funded by: South East Wales Education Achievement Service
–

Clackmannanshire: attainment challenge data analysis
PI: Professor Mark Priestley
Funded by: Clackmannanshire Council
–

British Council Croatia - Consultancy Services
PI: Professor Mark Priestley
Funded by: The British Council
–

International practice on the use of Curriculum Learning Outcomes
PI: Professor Mark Priestley
Funded by: National Council for Curriculum and Assessment
–

Review of curricular coherence: Welsh Curriculum
PI: Professor Mark Priestley
Funded by: Welsh Government
–

A&B School Based Curriculum Development (SBCD) through Critical Collaborative Professional enquiry (CCPE) Programme
PI: Professor Mark Priestley
Funded by: Argyll & Bute Council
–

Survey of Teacher Workforce
PI: Professor Mark Priestley
Funded by: National Association of School Masters and Union of Women Teachers
–

Mapping the impact of educational interventions: a literature review
PI: Professor Mark Priestley
Funded by: South East Wales Education Achievement Service
–

Teacher agency and curriculum change
PI: Professor Mark Priestley
Funded by: Economic and Social Research Council
–

CfE Knowledge Exchange Through Partnership
PI: Professor Mark Priestley
Funded by: Scottish Government
–

Curriculum for the 21st Century: Theory, Policy and Practice
PI: Professor Mark Priestley
Funded by: Economic and Social Research Council
–

Curriculum for Excellence Implementation Impact Evaluation in Monifieth HS
PI: Professor Mark Priestley
Funded by: Education Scotland
–

Supporting Teacher Assessment.
PI: Professor Mark Priestley
Funded by: Scottish Qualifications Authority
–

AifL Assessment is for Learning 2006-07
PI: Professor Mark Priestley
Funded by: Scottish Government
–

Curriculum Making in Schools and Colleges
PI: Professor Richard Edwards
Funded by: Economic and Social Research Council
–

Outputs (119)

Showing 100 of 119 — See all 119 outputs

Book Chapter

Understanding Curriculum Making by teachers: implications for policy as text and as practice

Priestley M, Alvunger D, Hizli Alkan S, Philippou S & Soini T (2025) Understanding Curriculum Making by teachers: implications for policy as text and as practice. In: Wyse D, Baumfield V, Mockler N & Reardon M (eds.) The BERA-Sage International Handbook of Research-Informed Education Practice and Policy. London: Sage. https://us.sagepub.com/en-us/nam/the-bera-sage-handbook-of-research-informed-education-practice-and-policy/book282002#description

Project Report

Formative evaluation of the Curriculum for Wales: phase 1 synthesis report

Duggan B, Morris F, Sinnnema C, Egan D & Priestley M (2025) Formative evaluation of the Curriculum for Wales: phase 1 synthesis report. Welsh Government. Cardiff: Welsh Government. https://www.gov.wales/sites/default/files/statistics-and-research/2025-12/formative-evaluation-of-the-curriculum-for-wales-phase-1-synthesis-report-958999.pdf

Other

Choices, Attainment and Positive destinations: Exploring the impact of curriculum policy change on young people

Shapira M & Priestley M (2023) Choices, Attainment and Positive destinations: Exploring the impact of curriculum policy change on young people [Evidence For The Sottish Parliament Education And Young People Committee, 8 November 2023]. Education, Children and Young People Committee Official Report. Edinburgh: Scottish Parliament. https://www.parliament.scot/api/sitecore/CustomMedia/OfficialReport?meetingId=15538

Book Chapter

Curriculum Making and Teacher Agency

Priestley M, Philippou S, Alvunger D & Soini T (2022) Curriculum Making and Teacher Agency. In: Tierney R, Rizvi F & Ercikan K (eds.) Elsevier International Encyclopaedia of Education. 4th ed. Amsterdam: Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.03030-X

Editorial

Editorial

Philippou S & Priestley M (2022) Editorial. Curriculum Journal, 33 (1), pp. 1-4. https://doi.org/10.1002/curj.145

Book Chapter

Curriculum making: key concepts and practices

Priestley M & Xenofontos C (2021) Curriculum making: key concepts and practices. In: Biddulph J & Flutter J (eds.) Inspiring Primary Curriculum Design. Unlocking Research. London: Routledge. https://www.routledge.com/Inspiring-Primary-Curriculum-Design/Biddulph-Flutter/p/book/9780367228385

Book Chapter

Curriculum Making: A conceptual framing

Priestley M, Philippou S, Alvunger D & Soini T (2021) Curriculum Making: A conceptual framing. In: Priestley M, Alvunger D, Philippou S & Soini T (eds.) Curriculum making in Europe: policy and practice within and across diverse contexts. Bingley: Emerald Publishing Ltd, pp. 1-27. https://www.emerald.com/insight/content/doi/10.1108/978-1-83867-735-020211002/full/html; https://doi.org/10.1108/978-1-83867-735-020211002

Book Chapter

Conclusions: Patterns and trends in curriculum making in Europe

Alvunger D, Soini T, Philippou S & Priestley M (2021) Conclusions: Patterns and trends in curriculum making in Europe. In: Priestley M, Alvunger D, Philippou S & Soini T (eds.) Curriculum making in Europe: policy and practice within and across diverse contexts. Bingley: Emerald Publishing Ltd, pp. 273-293. https://doi.org/10.1108/978-1-83867-735-020211013

Editorial

Editorial

Priestley M & Philippou S (2021) Editorial. Curriculum Journal, 32 (3), pp. 379-383. https://doi.org/10.1002/curj.121

Consultancy Report

Educational governance through outcomes steering: ‘reforms that deform’

Bradfield K & Priestley M (2021) Educational governance through outcomes steering: ‘reforms that deform’. The Scottish Greens. https://greens.scot/sites/default/files/People/Ross%20Greer/Priestley%20and%20Bradfield%20Educational%20governance%20through%20outcomes%20steering%20V2%20with%20recommendations.pdf

Working Paper

School Starting Age (SSA): A Brief Summary

Bradfield K & Priestley M (2021) School Starting Age (SSA): A Brief Summary. Online. https://greens.scot/sites/default/files/People/Ross%20Greer/Bradfield%20and%20Priestley%20School%20Starting%20Age%20Summary.pdf

Book Chapter

Understanding curriculum

Priestley M & Nieveen N (2020) Understanding curriculum. In: Chartered College of Teaching (ed.) The Early Career Framework Handbook. Corwin Ltd. London: SAGE, pp. 135-143.

Consultancy Report

Rapid Review of National Qualifications Experience 2020

Priestley M, Shapira M, Priestley A, Ritchie M & Barnett C (2020) Rapid Review of National Qualifications Experience 2020. Scottish Government. Edinburgh. https://www.gov.scot/publications/rapid-review-national-qualifications-experience-2020/

Editorial

Editorial

Priestley M & Philippou S (2020) Editorial. Curriculum Journal, 31 (1), pp. 1-6. https://doi.org/10.1002/curj.22

Book Chapter

Professional Enquiry: an ecological approach to developing teacher agency

Priestley M & Drew V (2019) Professional Enquiry: an ecological approach to developing teacher agency. In: Godfrey D & Brown C (eds.) An ecosystem for research-engaged schools: Reforming education through research. London: Routledge, pp. 154-170. https://www.routledge.com/An-Ecosystem-for-Research-Engaged-Schools-Reforming-Education-Through/Godfrey-Brown/p/book/9781138574465

Website Content

'There be dragons': redrawing the curriculum map in Wales

Priestley M (2018) 'There be dragons': redrawing the curriculum map in Wales. [A Curriculum for Wales Blog: A curriculum for life] 09.02.2018. https://curriculumforwales.gov.wales/2018/02/09/there-be-dragons-redrawing-the-curriculum-map-in-wales/

Website Content

Teacher Agency and Curriculum Development

Priestley M & Drew V (2017) Teacher Agency and Curriculum Development. [The BERA Blog: Research matters] 04.07.2017. https://www.bera.ac.uk/blog/teacher-agency-and-curriculum-development

Book Chapter

The teacher and the curriculum: exploring teacher agency

Priestley M, Biesta G, Philippou S & Robinson S (2016) The teacher and the curriculum: exploring teacher agency. In: Wyse D, Hayward L & Pandya J (eds.) The SAGE Handbook of Curriculum, Pedagogy and Assessment. London: SAGE Publications Ltd, pp. 187-201. http://www.sagepub.com/books/Book242832?subject=C00&fs=1

Book Chapter

Teacher agency: Een ecologische kijk op het handelingsvermogen van leraren

Priestley M, Biesta G & Robinson S (2015) Teacher agency: Een ecologische kijk op het handelingsvermogen van leraren. In: Kneyber R & Evers J (eds.) Het Alternatief II: De ladder naar autonomie. Culemburg, Netherlands: Uitgeverij Phronese, pp. 17-32. http://phronese.vrijeboeken.com/book/9789490120122-de-ladder-naar-autonomie.html

Authored Book

Teacher Agency: An Ecological Approach

Priestley M, Biesta G & Robinson S (2015) Teacher Agency: An Ecological Approach. London: Bloomsbury Academic. http://www.bloomsbury.com/uk/teacher-agency-9781472534668/

Book Chapter

Teacher agency: what is it and why does it matter?

Priestley M, Biesta G & Robinson S (2015) Teacher agency: what is it and why does it matter?. In: Kneyber R & Evers J (eds.) Flip the System: Changing Education. London: Routledge, pp. 134-148. http://www.tandf.net/books/details/9781138929968/

Conference Paper (unpublished)

Teacher agency: what is it and why does it matter?

Priestley M, Biesta G & Robinson S (2014) Teacher agency: what is it and why does it matter?. Teachers Matter - But how? International Research Conference, Linnaeus University, Vaxjo, Sweden, 23.10.2014-24.10.2014. http://lnu.se/om-lnu/konferenser/aktuella-konferenser/teachers-matter---but-how

Book Chapter

Schools, teachers and curriculum change: a balancing act?

Priestley M (2013) Schools, teachers and curriculum change: a balancing act?. In: Wise C, Cartwright M & Bradshaw P (eds.) Leading professional practice in education. London: SAGE, pp. 89-106. https://uk.sagepub.com/en-gb/eur/leading-professional-practice-in-education/book239025

Book Chapter

Curriculum deregulation in England and Scotland - Different directions of travel?

Leat D, Livingston K & Priestley M (2013) Curriculum deregulation in England and Scotland - Different directions of travel?. In: Kuiper W & Berkvens J (eds.) Balancing Curriculum Regulation and Freedom across Europe. CIDREE Yearbook, 2013. Enschede, the Netherlands: SLO Netherlands Institute for Curriculum Development, pp. 229-248. http://www.slo.nl/organisatie/recentepublicaties/cidree2013/

Book Chapter

The 3-18 Curriculum in Scottish Education

Priestley M (2013) The 3-18 Curriculum in Scottish Education. In: Bryce T, Humes W, Gillies D & Kennedy A (eds.) Scottish Education: Referendum. 4th ed. Edinburgh: Edinburgh University Press, pp. 28-38. http://www.euppublishing.com/book/9780748645824

Book Chapter

Teachers as agents of change: teacher agency and emerging models of curriculum

Priestley M, Biesta GJJ & Robinson S (2013) Teachers as agents of change: teacher agency and emerging models of curriculum. In: Priestley M & Biesta G (eds.) Reinventing the curriculum: new trends in curriculum policy and practice. London: Bloomsbury Academic, pp. 187-206. http://www.bloomsbury.com/uk/reinventing-the-curriculum-9781441134813/

Book Chapter

Capacities and the curriculum

Biesta G & Priestley M (2013) Capacities and the curriculum. In: Priestley M & Biesta G (eds.) Reinventing the curriculum: new trends in curriculum policy and practice. London: Bloomsbury Academic, pp. 35-50. http://www.bloomsbury.com/uk/reinventing-the-curriculum-9781441134813/

Conference Paper (unpublished)

Understanding teacher agency: The importance of relationships

Priestley M, Biesta GJJ & Robinson S (2012) Understanding teacher agency: The importance of relationships. Annual Meeting of the American Educational Research Association, Vancouver, Canada, 13-17 April 2012, Vancouver, 16.04.2012. http://www.ioe.stir.ac.uk/events/documents/Teacheragency_AERApaper_final.pdf

Book Chapter

Teacher Agency, Performativity and Curriculum Change: Reinventing the Teacher in the Scottish Curriculum for Excellence?

Priestley M, Robinson S & Biesta GJJ (2012) Teacher Agency, Performativity and Curriculum Change: Reinventing the Teacher in the Scottish Curriculum for Excellence?. In: Jeffrey B & Troman G (eds.) Performativity in UK education: ethnographic cases of its effects, agency and reconstructions. Painswick: Ethnography & Education Publishing. http://www.ethnographyandeducation.org/?page_id=53

Conference Paper (unpublished)

Curriculum for Excellence: 'A brilliant idea, but. . .'

Priestley M & Minty S (2012) Curriculum for Excellence: 'A brilliant idea, but. . .'. European Conference for Educational Research, 21 September 2012, Cadiz., Cadiz, 21.09.2012. http://www.ioe.stir.ac.uk/research/publications/documents/CurriculumforExcellence.pdf

See all 119 outputs

Research centres/groups