ORCID Profile
0000-0002-4597-7232
Current Organisations
Griffith University
,
University of New England
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Publisher: Elsevier BV
Date: 2016
Publisher: Elsevier BV
Date: 2021
Publisher: Sciedu Press
Date: 15-02-2017
Abstract: This paper explores the lived experiences of a erse student cohort enrolled in a master’s degree educational-leadership program. The program’s global focus was on the quality of teacher education, prospective teachers’ workplace preparedness and leaders in the workforce in higher education. Internationalization, real-life experiences and student voice served as an enacted intervention curriculum for an educational leadership course designed to reveal the gap between theory and practice. An epistemological ersity lens stimulated critical reflection on students’ participation in the course design and its connection to realities in the field. Diverse higher-education classrooms pose specific challenges for educational leadership programs in including effective internationalization, workplace relevance and improving the generalizability and content validity of the educational leadership course. This small qualitative exploratory investigation provides an in-depth understanding of the value of student voice in informing course and program design. Interviews, observations, two surveys and a document analysis triangulated the data and provided information on the complexities in higher-education classrooms. The findings focus on teacher-educators and higher-education classroom management as well as on the value of critical inquiry, reflection and intervention for existing course designs and transformation.
Publisher: Elsevier BV
Date: 2018
Publisher: Informa UK Limited
Date: 16-02-2017
Publisher: Elsevier BV
Date: 2014
Publisher: Elsevier BV
Date: 2020
Publisher: Informa UK Limited
Date: 10-10-2014
Publisher: Springer Singapore
Date: 2019
Publisher: Springer Singapore
Date: 2019
Publisher: Springer Singapore
Date: 2019
Publisher: Informa UK Limited
Date: 16-07-2015
Publisher: Informa UK Limited
Date: 26-02-2014
Publisher: Springer Singapore
Date: 2019
Publisher: Springer Singapore
Date: 2019
Publisher: Springer Singapore
Date: 2019
Publisher: SensePublishers
Date: 2017
Publisher: Wiley
Date: 02-04-2016
Publisher: Springer Singapore
Date: 2019
Publisher: Springer Singapore
Date: 2019
Publisher: Informa UK Limited
Date: 29-06-2015
Publisher: Springer Science and Business Media LLC
Date: 23-08-2023
DOI: 10.1007/S12186-023-09329-8
Abstract: In a rapidly changing workforce environment with skill shortages and a need for different pathways to training and education, vocational education and training (VET) has a significant influence on building stability in the workforce. The purpose of this paper is to develop an understanding of the causes, implications, and consequences of the out-of-field teaching phenomenon for VET. This phenomenological study examines VET teachers’ lived experiences and professional identity as an approach for studying out-of-field teaching in VET. The findings highlight the complex nature of out-of-field teaching in the economic culture of VET, with unique dilemmas. VET teachers experience conflicting and dilemmatic situations regarding occupational professionalism when they are expected to teach outside of their expertise while they are held responsible for students’ safe learning environments, outcomes, and satisfaction. The study revealed aspects of harmonious and tensioned relationships between these elements of the work and teachers’ identities. In conclusion, evidence-informed strategies are shared to support teachers’ capacity building and approaches to address concerns of the out-of-field phenomenon and the influence it has on quality teaching in VET.
Publisher: Springer Singapore
Date: 2019
Publisher: Routledge
Date: 09-2023
Publisher: Elsevier BV
Date: 2019
Publisher: Elsevier BV
Date: 11-2020
Publisher: Routledge
Date: 09-2023
Publisher: Springer Science and Business Media LLC
Date: 20-06-2018
Publisher: Routledge
Date: 09-2023
Publisher: Routledge
Date: 09-2023
Publisher: Routledge
Date: 09-2023
Publisher: Routledge
Date: 09-2023
Publisher: Sciedu Press
Date: 14-02-2022
Abstract: The COVID-19 pandemic has shifted the contextual matters of education at all levels, for ex le, geographic location, community engagement in education and socioeconomic factors, to mention some contextual matters. Awareness of these matters stimulates critical reflections on the depth of preservice teachers’ pedagogical content and pedagogical knowledge. This paper examines preservice teachers’ pedagogical mobility in periods that rely on disruptive innovation. Preservice teachers’ placement settings changed rapidly because of COVID-19 regulations which impacted face-to-face and online teaching and learning environments. This investigation focused on professional learning under the ambit of teacher education, which up to now has been focused on face-to-face teaching pedagogies. The rapidly changing context has made the classroom the pedagogical anchor of education theory and practice. Using a reflective case study approach, we investigated (a) preservice teachers’ pedagogical challenges, (b) the meaning of pedagogical flexibility and innovative pedagogical mobility, and (c) the application of teacher performance and teaching standards in a teaching and learning environment affected by COVID-19. The critical self-reflective narratives offer insight into lived experiences and multiple contextual challenges that raise questions about well-prepared preservice teachers.
Publisher: Elsevier BV
Date: 2015
Location: Tanzania, United Republic of
Location: Australia
Start Date: 2016
End Date: 2016
Funder: Australian Catholic University
View Funded ActivityStart Date: 2016
End Date: 2016
Funder: Australian Catholic University
View Funded ActivityStart Date: 2017
End Date: 2018
Funder: Australian Catholic University
View Funded ActivityStart Date: 2017
End Date: 2018
Funder: Australian Catholic University
View Funded Activity