Publications 

Campbell, L. and Coker, H., 2025. Community, culture and care: mapping relational pedagogy in online higher education. Discover Education, 4(1), p.143. https://doi.org/10.1007/s44217-025-00570-y

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Coker, H., 2025. Democratic Pedagogy in the Digital Age: Challenges and Opportunities for Initial Teacher Education. Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 48(1), pp.24-30. https://doi.org/10.20377/zep-16

 

Redford, M., Coker, H. and Paterson, A., 2025. A professional journey: capturing the complicated relationship between rural teacher agency, multigrade classes and local communities. International Journal of Educational Research, 131, p.102599. https://doi.org/10.1016/j.ijer.2025.102599

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Coker, H., Kalsoom, Q. and Mercieca, D., 2023. Teachers’ Use of Knowledge in Curriculum Making: Implications for Social Justice. Education Sciences, 14(1), p.3. https://doi.org/10.3390/educsci14010003  

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Coker, H., Harper, T., Campbell, L., Tonner-Saunders, S., Waghorn, L. & Robertson, D., 2023. Developing Digital Literacies in Teacher Education: A Collaborative Enquiry Examining Teacher Educators’ Experiences of Teaching Online During the Pandemic. Teacher Education Advancement Network Journal.

 

Coker, H., Mercieca, D. 2023. Digital Technology for Inclusive Education: Reflecting on the Role of Teachers. In Challenging mainstream discourses in diverse education communities: working towards a sustainable global future. Springer. 

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Coker H. 2021. Harnessing Technology to Enable the Flow of Professional Capital: Exploring Experiences of Professional Learning in Rural Scotland. Professional Development in Education. 2021;47(4):651-666. https://doi.org/10.1080/19415257.2021.1876148 ​

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Coker, H. 2020. Why does digital learning matter? Digital competencies, social justice, and critical pedagogy in initial teacher education. Journal of Teaching and Learning, 14(1), p. 133-141. https://doi.org/10.22329/jtl.v14i1.6259

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Coker, H. 2019. Mediating the flow of professional capital: The potential of technology for rural teachers professional learning in Scotland. Australian and International Journal of Rural Education, 29(3), pp. 39-55.https://www.journal.spera.asn.au/index.php/AIJRE/article/view/234

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Coker, H. 2018. Purpose, pedagogy and philosophy: “Being” an online lecturer. International Review of Research in Open and Distributed Learning, 19(5), pp. 128-144.

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Burke, J., Redford, M., Coker, H. & McDonough, S. 2017. Developing international partnerships for teacher education through digital platforms: Possibilities for transformational partnership. Journal of the World Federation of Associations of Teacher Education. World Federation of Associations of Teacher Education, 2(1), pp. 8-22.

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Coker, H. 2017. Developing understanding of student-teacher agency: Implications for programme development. Teacher Education Advancement Network Journal, 9(2), pp. 51-63.

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Coker, H. 2015. Using data to see what students are doing: A critically enquiring approach to VLE development. Journal of Perspectives in Applied Academic Practice, 3(1), pp. 11-23.