While teaching third- and fourth-graders in a suburban school district outside of Kansas City, Samantha Brant spent eight years ruminating about the idea of pursuing a full-time PhD in Education. “I hosted student teachers in my classroom, served on professional development committees, and became our district’s first New Teacher Facilitator, meeting with first and second-year teachers every month to provide supportive programming,” she says. “Each of these experiences confirmed my desire to eventually start a PhD and work with preservice teachers.”
Having loved her time undertaking fieldwork in Chippenham in the UK during her bachelor’s and master’s degrees, Brant was certain she wanted to return to England for her doctoral years. “These experiences ignited in me a love of England and a passion for thematic curriculum models,” she says.
Brant would then spend three months at Durham University in North East England, under the mentorship of Dr. Linda Wang as part of her Fulbright Distinguished Awards in Teacher Research grant. Upon hearing Brant’s interest in preservice teachers, Dr. Wang connected her to Professor Doug Newton and Professor Lynn Newton, who both encouraged her to apply for a PhD at Durham. “Because of the relationship with those three people and how comfortable and welcomed I felt in the city of Durham, I decided to apply and begin my journey,” she says.
It’s been a long road to Durham for Brant, who today is cherishing the university’s “excellent” resources and faculty expertise. Her PhD focuses on finding or designing a tool that captures key stage 2 students’ perspectives on their learning and compares between curriculum models as well as between the US and UK.
“Dr. Wang is very familiar with comparative research. Professor Lynn Newton is an expert in primary school teaching and the curriculum, and Professor Doug Newton is an expert in students’ thinking and creativity. I am confident I’m gaining a wealth of knowledge by having them as my supervisors,” she says.
The department’s flexible structure was one of the reasons Samantha Brant ultimately chose to pursue a degree in the UK rather than in the US. Source: Durham University
Stories like Brant are common here. The School of Education at Durham University is a leader in both teaching and research in the UK, and its accolades prove it – the department is ranked first in the UK for Education according to the Sunday Times Good University Guide 2025, with The Complete University Guide 2025 and The Guardian University Guide 2025 ranking it fourth and seventh in the UK for Education respectively. QS World University Rankings by Subject 2024 lists it as a World Top 100 department.
Like Brant, all students here are welcomed into a cohort learning to shape education policy and practice, develop educational research, inform school improvements, and contribute to the professional development of teachers around the world.
Just ask Thelma Sepulveda, an MA Intercultural Communication and Education student from San Diego, California. This MA is one of the school’s taught postgraduate programmes that prepare students for a range of careers, combining the outcomes of world-class research with the highest quality of teaching and support.
“Back home, I am a physical education teacher, and I felt that this degree was very appropriate as I teach students from many different countries who speak many different languages,” says Sepulveda. “Durham’s teaching and research excellence will greatly benefit my career as a future educator by ensuring I receive the best education.”
Programmes are available full-time or part-time, catering to diverse needs, including international students like Sepulveda. They are designed for those interested in education and educational management in schools, further or higher education, as well as in educational administration.
“My professors have a lot of experience in the intercultural communication field, which makes me confident that I will develop my skills in this subject area,” says Sepulveda. “It has also been lovely working with other international students, which has enhanced my intercultural communication skills.”
Since joining Durham, Sepulveda now knows the full power of intercultural communication. Being part of a diverse campus community has taught her a lot about different cultures, enriching her social and academic lives. “San Diego, California is a very intercultural city and I will definitely utilize the skills and knowledge that I will gain from this programme,” she says.
Sepulveda plans on becoming a full-time physical education high school teacher and a tennis coach after graduating. “The university is helping me towards my goals by supporting me in helping me be a better educator with students from different cultural backgrounds,” she says. “Playing on the tennis team here has also helped me achieve my goals as I aspire to continue playing at a high level after finishing my collegiate tennis career.”
Support comes in all forms at the School of Education. And if you ask Brant, support is available seemingly at all times too. “My supervisors have been fantastic, and I feel I can stop in their offices anytime to talk. They have made me feel very comfortable,” says Brant. Right from the start, she was paired with a peer mentor, attended PGR induction meetings, and formed friendships with peers from various colleges and departments during post-meeting sessions.
Like Sepulveda, Brant is just as optimistic about her future. She is exploring the possibility of mentoring other postgraduate students and assisting with teaching right here at Durham. “These opportunities, along with my research degree from such a prestigious research-oriented School of Education, will provide the experience I need to secure a teaching and research position at a university,” she says.
Follow Durham University on Facebook, Instagram, LinkedIn, X, and YouTube.