Mr Jonathan Giddy

Jonathan Giddy (BSc HONS; PGCE with QTS; MSc)

Jonathan Giddy is a doctoral researcher and Science Lead Curriculum Tutor for the Open University’s Secondary PGCE program. Joining the Open University in 2020 at the inception of its part-time and salaried routes into teaching, Jonathan has been a key figure in supporting the reorganisation of Initial Teacher Education (ITE) provision in Wales. He is a Fellow of the Higher Education Academy (HEA) and an active member of Advance HE and BERA.

Jonathan leads the Secondary Science program with a strong commitment to widening access to the teaching profession, diversifying the education workforce, and aligning with the Welsh Government’s aspirations for reformed, high-quality ITE. His research focuses on understanding the Curriculum for Wales from an ITE perspective, particularly the interplay of teacher pedagogy, identity, and agency.

Within the Faculty of Wellbeing, Education, Language, and Sport, Jonathan serves as the Academic Conduct Officer (ACO) and oversees accessibility initiatives within the PGCE suite of courses.  He has held positions as the academic lead for recruitment and admissions, student voice and programme management. 

Background

Jonathan’s expertise is shaped by 17 years of teaching in the secondary education sector and frames his passion for shaping the future of science education in Wales.   This experience informs his student-centred pedagogical approach in mentoring ITE student teachers. His work seeks to understand and address the tensions within the Welsh education system that exist between curriculum design, teacher agency, and school structures.   Through his research, Jonathan is shaping the evidence-informed implementation of the curriculum for Wales.  Jonathan is positioned as a key voice in shaping the evidence-informed implementation of the curriculum for Wales

The Japanese art of kintsugi, which emphasises mending broken pottery by highlighting its flaws, serves as a metaphor for Jonathan’s approach to ITE. It reflects his realist perspective on teacher development, symbolising an appreciation of individual imperfections and a recognition of learning and resilience as integral to becoming an effective teacher.  Jonathan’s approach to mentoring student teachers emphasises a journey of personal growth, critical reflection, and professional resilience, equipping them with the skills to navigate the complexities of teaching and confidently and independently adapt to change. 

Teaching Interests

Jonathan’s teaching expertise stems from his own classroom experiences, beginning with the KS3 National Strategies during his PGCE at Birmingham University (2004) and continuing within the comprehensive school sector in Wales. His commitment to practical science, active pedagogical approaches, and sociocultural understandings of pupil learning informs his teaching philosophy.

His teaching interests include:

• Distance learning strategies in ITE education
• Science teaching and pedagogy
• Supporting student teachers, school-based mentors, practice tutors, and school leaders in developing excellent science practitioners

Academic Interests and Contributions

With over 20 years of experience as an examiner, senior examiner, and moderator for OCR GCSE science, Jonathan has made significant contributions to the field of science education. Most recently, he was involved in the co-construction of the new suite of STEM qualifications alongside Qualifications Wales (2026).

Jonathan works collaboratively with a wide range of educational practitioners, ensuring a supportive environment where teachers can develop the skills and resilience needed to excel in the teaching profession. His work continues to advance the quality and accessibility of teacher education in Wales.

With extensive experience in co-constructing STEM qualifications and leading transformative practices in Initial Teacher Education (ITE), Jonathan is developing a growing expertise in qualitative research methods and ethnography. His research is driving advancements in science education by bridging theory and practice to foster innovative teaching approaches.

Jonathan’s work continues to advance science education and teacher development in Wales, fostering a new generation of resilient, reflective, and resourceful educators equipped to meet the demands of a changing curriculum.