Refereed journal articles
Developing Timorese early years teachers' pedagody through an Australian mentoring programme J Bennett, P Burridge (2017) International Journal of Early Years Education 26 (1), 104-118
Jessica Bennett is a Lecturer in the First Year College and specialises in teaching first year education, sport and exercise science and outdoor education units in VU Block mode.
After completing her Bachelor of Education, she taught in Cambridge in the UK. Upon returning to Australia, she taught in a number of Independent schools, where she has a decade of experience, teaching in both primary and secondary contexts. During her teaching career she has also worked with Harrow International School in China and worked with the United Nations, as an International Observer in the Timor Leste Parliamentary Elections.
Since 2010, Jessica has been working as a lecturer at both Deakin University and Victoria University. She has taught a number of education units including Healthy, Active Individuals and Communities; Aquatic and Athletic Movement Activities; Inclusion and Diversity in Physical Activity; Safe, Secure and Supportive Relationships and Environments; Introduction to Adventure Environments; Human Development, Sustainability and Wellbeing; Learning in a Changing World; Inquiry for Understanding; Learning and Teaching Communities; Ways of Knowing Adolescents; Policy, Schooling and Society; Managing Teaching in Professional Experience; and Inquiry for Understanding.
Jessica is passionate about creating unique and experiential learning experiences for students. Her previous experience as a teaching professional informs her approach to teaching at a tertiary level. She has received the Vice Chancellor Citation Award for Excellence in Learning and Teaching, recognising her innovative design and implementation of first year sport and physical education units.
Developing Timorese early years teachers' pedagody through an Australian mentoring programme J Bennett, P Burridge (2017) International Journal of Early Years Education 26 (1), 104-118