Maxine Watkins has a keen interest in the social psychology of education and teaching. Her PhD took a grounded theory approach to explore the dynamic nature of a teacher professional identity and its relationship with commitment to the profession. Analysis of life history and work line interviews supported the development of a multidimensional, identity-based model of teacher career. Her model differentiates between multiple levels of identity (individual, relational, collective) and the relationship with different foci of commitment (career role, school community, shared ideology).
Maxine’s first experience of working in education was as a teaching assistant in a local primary school, later joining Worcestershire’s behaviour support team delivering training to other support staff and teachers working in schools. These roles gave her the opportunity to work with many different teachers in numerous school settings. She is now a lecturer in the School of Psychology at the University of Worcester.