Director of MSc Educational Leadership & Management
- ED580 – Εκπαιδευτική Αποτελεσματικότητα και Σχολική Βελτίωση
- ED550 – Ανεξάρτητη Μελέτη σε θεμα Εκπαιδευτικης Ηγεσίας και Διοίκησης
Dr Christina Chinas has collaborated with public and private education organizations in Cyprus and abroad. She brings to this role experience of education research, teaching, supervising, management and consultancy in different international contexts. At different times, Christina worked with non-profit, for-profit and international organisations to examine, amongst other issues, teachers’ professional development, teachers’ learning, online learning, the development of professional learning communities and adult education. Within academia she has worked with University of Cambridge and University of Southampton. Also, she participated in multiple EU research projects with partners from Scotland, Malta, Spain, Greece, Netherlands and Estonia.
Christina is a qualified secondary teacher, having studied at the Philosophical School of the National and Kapodestrian University of Athens, Greece. Her Bachelor Degree was in ‘Philosophy, Pedagogy & Psychology’ and she majored in Pedagogy. She continued her studies in 2003 by pursuing an MA in Curriculum, Pedagogy and Assessment at the Institute of Education, University of London. During her MA she developed research in school self-evaluation. From October 2007 she attended classes for the MPhil in Educational Leadership and School Improvement at the University of Cambridge. For her thesis she undertook research in the field of effective practice, titled “Teachers’ Perspectives of Effective Practice in Classrooms: An Empirical Study in Cyprus”. She received a scholarship to continue her studies and complete her PhD at the Faculty of Education, University of Cambridge. The main focus of her research study was to study the mediation of teachers’ learning through talk within a professional learning community. The overarching aim of this doctoral research was to address our limited understanding of the ways talk can mediate teachers learning while collaborating within a professional learning community.