We engage in participatory practitioner research in a range of fields tied to teacher education that span a teacher’s professional life. Through engaging in a range of situated research projects, we contribute to Federal and State policies related to pre-service teacher education, national accreditation and the national curriculum directions.
We also address continuing teacher education (also known as in-service education) in a range of settings, including education workplaces, award courses, participation in research projects and other professional development activities.
Pre-service teachers in the College of Education come from a variety of demographic backgrounds. We celebrate cultural diversity and offer a range of teacher education pathways that support individuals from economic, culturally and linguistically diverse backgrounds. Central to our work is questioning and critiquing pre-service teacher education settings, with the aim of changing assumptions of what constitutes effective teacher education programs.
We establish, trial and evaluate innovative teaching and learning approaches that inform pedagogical innovation around self-motivated, reflexive, meta-cognitive and independent learners.
Using diverse methodological approaches, we evidence and document research findings in a systematic way. Research findings are disseminated in leading journals books and presented in peer-reviewed conferences globally. National and international guest speakers are invited to lead seminar presentations on their areas of expertise, as well as supporting colleagues in a range of professional-development activities.