Beverly Egbedi

Beverly teaches within higher education on undergraduate and postgraduate education programmes. Her teaching spans areas including teacher identity, applied pedagogy, psychology of education and sociological perspectives on schooling.

Across primary and secondary contexts, she has taught subjects including psychology, sociology and social studies. Her pedagogical approach is informed by constructivist and social learning theories, with a strong emphasis on creating inclusive learning environments where students are not only supported academically, but also socially and emotionally. She is particularly committed to supporting students in navigating transition points within their academic and professional journeys.

Beverly’s research interests lie at the intersection of the psychology and sociology of education. Her work focuses on:

• Teacher social networks
• Professional identity formation
• Teacher belonging and workplace climate
• Teacher wellbeing and resilience
• Early career teacher experiences
• Teacher retention and career decision-making

Methodologically, she specialises in qualitative research and is particularly interested in capturing and analysing teachers lived experiences through narrative and interpretive approaches.

PhD thesis (in progress)

The Experiences of Early Career Teachers in Nigeria: Identity, Belonging and the Decision to Remain in Teaching.

This doctoral research examines how early career teachers in Nigeria experience their professional entry into teaching, with particular attention to identity development, workplace relationships, belonging and career intentions.

Book (in progress)

The Beginning Teacher’s Handbook: From Panic to Power

A practice-informed text designed to support early career teachers in navigating the emotional, professional and relational complexities of their first years in the profession.