Prior to joining the MA Education team at Brunel in September 2021, I was a Senior Research Fellow and Lecturer at the UCL Institute of Education. I worked there on the teacher retention projects at the Centre for Teachers and Teaching Research, as well as Education Endowment Foundation funded studies investigating the effects of attainment grouping and mixed attainment teaching on students in secondary schools.
I have completed three postdoctoral projects on migrant students' identities and educational experiences at King's College London (with funding from the Newton International Fellowship and the British Academy Visiting Scholar Scheme) and at the University of Porto (with funding from the Portuguese Foundation of Science and Technology).
Prior to starting my PhD at the University of Cambridge, I worked at the Open Society Soros Foundation in Ukraine on the national reform to ensure equal and transparent access to higher education.
PhD Education (University of Cambridge)
MPhil Politics, Democracy and Education (University of Cambridge)
Newest selected publications
Tereshchenko, A., Bradbury, A. and Mills, M. (2021) 'What makes minority ethnic teachers stay in teaching, or leave?'. Place of publication: UCL Institute of Education. Available at: https://discovery.ucl.ac.uk/id/eprint/10127240/.
Tereshchenko, A., Bradbury, A. and Mills, M. (2021) 'Improving the retention of minority ethnic teachers in England. Policy Briefing.'. Place of publication: UCL Institute of Education. Available at: https://discovery.ucl.ac.uk/id/eprint/10123768/.
Tereshchenko, A., Mills, M. and Bradbury, A. (2020) 'Making progress? Employment and retention of BAME teachers in England'. Place of publication: UCL. Institute of Education. Available at: https://discovery.ucl.ac.uk/id/eprint/10117331/.Open Access Link
Hodgen, J., Taylor, B., Jacques, L., Tereshchenko, A., Kwok, R. and Cockerill, M. (2020) 'Remote mathematics teaching during COVID-19: intentions, practices and equity'. Place of publication: UCL Institute of Education. Available at: https://discovery.ucl.ac.uk/id/eprint/10110311/.
Francis, B., Craig, N., Hodgen, J., Taylor, B., Tereshchenko, A., Connolly, P. and (2020) 'The impact of tracking by attainment on pupil self-confidence over time: demonstrating the accumulative impact of self-fulfilling prophecy'. British Journal of Sociology of Education, 41 (5). pp. 626 - 642. ISSN: 0142-5692et al.