ORCID Profile
0000-0002-2433-4721
Current Organisation
Queensland University of Technology
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Teacher Education and Professional Development of Educators | Specialist Studies in Education
Learner and Learning Processes | Teacher and Instructor Development |
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 03-2009
Publisher: American Educational Research Association (AERA)
Date: 14-12-2021
Abstract: Teachers consistently identify working with “ erse learners” as challenging. This raises questions about how teacher educators conceptualize and enact preparation of teachers for heterogeneous populations. This article provides a systematic review of literature relating to both “teacher education” and “ erse learners,” to identify knowledge claims regarding the way this “problem” and possible “solutions” should be framed. Analyzing 209 peer-reviewed journal articles (2009–2019), the article identifies groups most frequently described as erse, three qualitatively different clusters of claims regarding how teachers can be prepared for ersity, and factors identified as constraining preparation. Analysis reveals a literature broad in focus—referencing many groups—but shallow in depth. The majority describe strategies for teaching about or catering to ersity with only few considering teaching for ersity. There is also limited engagement with specialist literature relating to concepts such as gender or race and little attention to teacher educators’ own knowledge. The article concludes with implications for teacher educators, arguing for enhanced critical epistemic reflexivity.
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Elsevier BV
Date: 08-2010
DOI: 10.1016/J.PEC.2009.11.012
Abstract: To determine the effectiveness of a pedometer-based telephone intervention on the physical activity levels of cardiac patients who did not attend a CRP. A randomised controlled trial was conducted with 215 patients referred to a CRP but who could not or chose not to attend. The 6-week intervention included self-monitoring of physical activity using a pedometer and step calendar and behavioural counselling and goal setting sessions. Data were collected at baseline, 6 weeks and 6 months. Study groups did not differ significantly at baseline. After 6 weeks, improvements in total physical activity time (p=0.027), total physical activity sessions (p=0.003), walking time (p=0.013) and walking sessions (p=0.002) in the intervention group were significantly greater than the control group after adjusting for baseline differences, and remained significant at 6 months. The findings that the pedometer-based telephone intervention was successful in increasing physical activity levels in cardiac patients who did not attend a CRP could result in major health benefits for this group of people. The pedometer-based telephone intervention could be offered as an effective and accessible option for patients not attending a CRP to increase and maintain their physical activity levels after hospitalisation.
Publisher: Informa UK Limited
Date: 08-09-2022
Publisher: Informa UK Limited
Date: 17-12-2020
Publisher: Frontiers Media SA
Date: 15-06-2022
DOI: 10.3389/FEDUC.2022.826658
Abstract: The National Guidelines for Trauma-Aware Education in Australia were developed in response to a rapidly growing interest in trauma-aware education across the country and to address the lack of site- and system-level guidance for application of trauma-aware practices in schools and early childhood services. Although research into trauma-aware education was increasing and resources and training and support programs were being developed across Australia, there were no nationally agreed upon guidelines providing consistency to thinking, policy, and practice. Drawing from public health and health promotion models for establishing guidelines for trauma-aware policy and practice, the Guidelines were developed through a thorough process of incorporating research evidence and expert and end-user input. The Guidelines were developed across 2017–2019 and were finalized in 2021 and provide an important first step in a national response to trauma-aware education in Australia. This article will describe the “story” behind the development of the Guidelines . It is hoped that this “story” will help others considering development of systemic resources to inform the establishment and enhancement of trauma-aware policy and practice in schools and early childhood education services.
Publisher: Wiley
Date: 02-04-2022
DOI: 10.1002/BERJ.3789
Abstract: Recent research points to the importance of teacher educators teaching for ersity in initial teacher education programmes. Teaching for ersity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching erse learners in the classroom. In this study, we explored how Australian and New Zealand teacher educators negotiated a social justice agenda in teacher education programmes, using a new transdisciplinary framework of epistemic reflexivity. The Epistemic Reflexivity for Teacher Education (ER‐TED) framework draws on epistemic cognition (Clark Chinn’s A ims, I deals, R eliable epistemic processes – AIR – framework) and Margaret Archer’s reflexivity to explore knowledge claims in teacher educators’ pedagogical decision‐making. The findings identified how teacher educators in our study discerned and deliberated with respect to epistemic aims for justification, which involve transformative critical thinking and critical thinking for self. They reported good knowledge (ideals) as being scholarly in nature, and reliable epistemic processes based on higher‐order thinking (analysis and evaluating competing ideas) or engaging with multiple perspectives. The teacher educators in our study are clear ex les of how strong overall evaluative epistemic stances enable teaching for social justice. We argue that the ER‐TED framework can help us as a profession to address teaching for ersity in teacher education programmes based on the belief that the pursuit of social justice requires an evaluativist epistemic stance.
Publisher: Cambridge University Press (CUP)
Date: 16-12-2021
DOI: 10.1017/JGC.2021.32
Abstract: It is not unusual for school counsellors to be involved in trauma-aware education practice however, their role is not uniformly defined in the literature nor consistently applied in professional settings. Trauma-aware education is relatively new but rapidly growing in Australia and beyond. It involves supporting students in a neuroscience-informed manner to address the impacts of complex trauma on their capacities to feel safe, to relate, to emotionally regulate, and to learn. Twenty-six school counsellors completed questionnaires, and eight of those joined focus group discussions to explore the role of school counsellors in trauma-aware practice in Queensland, Australia. Drawing on the voices of practitioners, the present report discusses categories of practice that are prioritised by school counsellors and recommends supports to effectively undertake trauma-aware practice in school settings.
Publisher: Frontiers Media SA
Date: 11-08-2022
DOI: 10.3389/FEDUC.2022.929582
Abstract: The growing prevalence of students affected by complex trauma, and the significant implications of unresolved trauma for these students later in life, highlights the imperative for a system-wide response to address the effects of complex trauma in student populations. An important step in this system-level response is increasing the knowledge of pre-service teachers in trauma-informed education practice through initial teacher education programs. Trauma-informed education settings are increasingly being recognised as critical in the resolution of complex trauma for impacted learners however, trauma-informed training in pre-service teacher education is lacking. While a small body of recent research has shown promise in increasing pre-service teacher knowledge and confidence in teaching children and young people affected by complex trauma, there is scant longitudinal data that informs us of how pre-service teachers may be implementing the knowledge they have learnt in their practice after they have graduated. Through survey data, the current study explored the perceptions of 124 Australian pre-service teachers’ knowledge, self-efficacy, and resilience related to working with trauma-affected students before and after completing a 6-week initial teacher education unit in managing student behaviours related to complex trauma, and 1 year after graduating. Key findings indicated pre-service teachers’ knowledge, self-efficacy, and resilience in teaching students with complex trauma increased dramatically from pre- to post- study of the 6-week unit and this learning continued to be evident 1 year into their teaching career. However, the data also suggest that these attributes are not something that develops quickly or without ongoing professional learning and practice. Although pre-service and early career teachers seem keen to advance their trauma awareness, it is important they receive ongoing support to develop their skills into their early careers. These findings have implications for the design of trauma-informed initial teacher education and the importance of additional early career professional learning.
Publisher: Elsevier BV
Date: 02-2023
Publisher: Edith Cowan University
Date: 03-2022
DOI: 10.14221/AJTE.2022V47N3.3
Abstract: Demands that Initial Teacher Education (ITE) prepare teachers who can equip students to be agile real-world problem solvers are frequent. Guidance about ITE integrated curriculum approaches to achieve this aim is harder to find, a significant gap given increasing time and policy pressures for ITE educators. Drawing from an Australian context, this systematic review investigates how integrated curriculum is conceptualised and enacted in secondary schooling ITE courses. Three conceptions of integrated curriculum for ITE are highlighted – Interdisciplinary, Disciplinary Literacy, and Transdisciplinary approaches – alongside benefits and barriers to enacting integrated curriculum. Recommendations for further research and practice around integrated curriculum are proposed.
Publisher: CSIRO Publishing
Date: 2004
DOI: 10.1071/HE04134
Publisher: Informa UK Limited
Date: 17-08-2022
Publisher: Frontiers Media SA
Date: 14-04-2023
DOI: 10.3389/FEDUC.2023.1123586
Abstract: In remote education settings in Australia, experienced teachers who can effectively support students impacted by trauma are essential. Remote communities are unique yet are in many ways vulnerable to trauma as they face higher rates of disadvantage and exposure to traumatic events, including natural disasters and domestic and family violence. This is compounded by a lack of access to effective supports due to the tyranny of distance. Also, First Nations peoples living in remote areas continue to endure the ongoing and traumatic impacts of a violent and disruptive colonization. The qualitative research study detailed in this article explored the requirements for the work of experienced, trauma-informed teachers in remote Australia to be effective, adding an important and unique perspective to the research evidence that is not often considered. Seven teachers from remote Australia completed a short, online questionnaire and participated in a focus group interview which was analyzed thematically. Themes emerging from the focus group data indicated that specific and contextualized preparation and support for teachers is required for them to do their work effectively. For remote Australian settings this means preparing teachers with cultural awareness and relevant trauma-informed training. Further, the wellbeing of these remote educators is often compromised, and addressing systemic factors such as adequate preparation of their colleagues and support to access relevant ongoing professional learning is needed. Remote teaching work in Australia is complex, and while the current study is small and exploratory in nature, the findings highlight some of the real-world impacts of these issues at a community and in idual teacher level that have not been previously explored.
Start Date: 04-2018
End Date: 05-2023
Amount: $370,212.00
Funder: Australian Research Council
View Funded ActivityStart Date: 2018
End Date: 2022
Funder: Australian Research Council
View Funded Activity