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Sara Hennessy is a British scholar. As of 2022, she is a professor of Teacher Development and Pedagogical Innovation in the Faculty of Education at the University of Cambridge.[1] Hennessy has worked in the field of EdTech for over three decades, focusing particularly on professional development, teacher inquiry, and interactive pedagogy, including in sub-Saharan Africa.[2] She is a Research Director of EdTech Hub, a multi-million-pound 8-year program funded by the UK's Foreign, Commonwealth and Development Office.
Sara Hennessy | |
|---|---|
| Born | Cambridge, England |
| Nationality | British |
| Alma mater | London School of Economics and Political Science, University College London, University of Cambridge |
| Occupation(s) | Professor, scholar |
Hennessy graduated with a Bachelor of Science in Social Psychology from the London School of Economics and Political Science in 1981 and a Masters of Arts from the University of Cambridge. She also holds a PhD in Psychology from the University College London.
Hennessy was a Research Fellow at the Institute of Educational Technology, Open University from 1986 to 1999 before becoming a lecturer in Teacher Development and Pedagogical Innovation at the University of Cambridge in 2008 until 2011.[3] She was a Senior Lecturer at the university from 2011 until 2015 and a Reader from 2015 until 2021 when she became a professor.[4]
Hennessy is a member of the Faculty's STeM Academic group and a Fellow of Hughes Hall college. She also serves as a founding member and co-leader of the Cambridge Educational Dialogue Research (CEDiR) Group[5] Professor Sara co-directs the EdTech Hub where she functions as a Research Director, overseeing the ‘Teachers’ theme and convening the Hub's Advisory Pool.[6]
- Hennessy S, Ruthven K, SUE Brindley.(2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of curriculum studies 37 (2), 155-192N1155 [7]
- Osborne J, Hennessy S. Futurelab 480 (2003). Literature review in science education and the role of ICT: Promise, problems and future directions.[8]
- Hennessy S. Studies in Science Education (1993). 22 (1), 1-41. 452. Situated cognition and cognitive apprenticeship: Implications for classroom learning.[9]
- Haßler B, Major L. Hennessy S. Journal of Computer Assisted Learning Tablet use in schools: A critical review of the evidence for learning outcomes. 32 (2), 139–156. 391 2016 [10]
- Hennessy S, Harrison D, Wamakote L.Teacher factors influencing classroom use of ICT in Sub-Saharan Africa. Itupale online journal of African studies 2 (1), 39–54. 386 2010 [11]
- British Journal of Educational Technology- published by Wiley on behalf of the British Educational Research Association
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