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PhD (Queensland University of Technology), BSc and PGCE (University of London)
Theresa (Terri) Bourke is an Associate Professor at the Queensland University of Technology (QUT). She has held various coordination roles including Undergraduate Research Pathways Coordinator, Course Coordinator (Bachelor of Education), Academic Program Director (Pre-service Programs) and now Academic Lead Research . Her research focuses on three main areas: (1) professionalism, professional standards and quality in Initial Teacher Education (ITE); (2) assessment in geography education; and (3) teacher educators’ epistemic reflexivities for teaching about/to and for diversity for which she has an Australian Research Council (ARC) Discovery grant. Most recently along with other C4IE colleagues, she is a member of a successful ARC Linkage project related to career change teachers and teacher shortages. Terri is the President of the Australian Teacher Education Association (ATEA).
Additional information
At present Terri is working on two projects - one on Inclusive Education in Central Queensland and one on Leadership in STEM in PNG
- Rowan, L., Bourke, T., L'Estrange, L., Lunn, J., Ryan, M., Walker, S. & Churchward, P. (2021). How does Initial Teacher Education Research frame the challenge of preparing future teachers for student diversity in schools?: A systematic review of literature. Review of Educational Research, 91(1), 112–158. https://eprints.qut.edu.au/205541
- Alexander, C. & Bourke, T. (2021). It's all just a little bit of history repeating: 40 years of political review and reform in teacher education. Asia-Pacific Journal of Teacher Education, 49(5), 471–486. https://eprints.qut.edu.au/207908
- Lunn, J., Bourke, T., Walker, S. & Ryan, M. (2022). What influences teachers' support for children's reasoning about social inclusion in primary school education classrooms? Australian Educational Researcher, 49(1), 155–173. https://eprints.qut.edu.au/207880
- Mills, R., Bourke, T. & Siostrom, E. (2020). Complexity and contradiction: Disciplinary expert teachers in primary science and mathematics education. Teaching and Teacher Education, 89. https://eprints.qut.edu.au/135951
- Bourke, T., Mills, R. & Siostrom, E. (2020). Origins of primary specialisation in Australian education policy: what's the problem represented to be? Australian Educational Researcher (AER), 47(5), 725–740. https://eprints.qut.edu.au/197190
- Ryan, M., Rowan, L., Lunn, J., Bourke, T., L'Estrange, L., Walker, S. & Churchward, P. (2022). Teacher education and teaching for diversity: a call to action. Teaching Education, 33(2), 194–213. https://eprints.qut.edu.au/205775
- Lunn, J., Rowan, L., Ryan, M., Walker, S., Bourke, T. & Churchward, P. (2019). Researching teacher educators' preparedness to teach to and about diversity: investigating epistemic reflexivity as a new conceptual framework. Asia-Pacific Journal of Teacher Education, 47(3), 230–250. https://eprints.qut.edu.au/122509
- Ryan, M., Bourke, T., Lunn, J., Rowan, L., Walker, S. & Churchward, P. (2019). Seeking a reflexive space for teaching to and about diversity: Emergent properties of enablement and constraint for teacher educators. Teachers and Teaching: Theory and Practice, 25(2), 259–273. https://eprints.qut.edu.au/122540
- Bourke, T., Ryan, M. & Ould, P. (2018). How do teacher educators use professional standards in their practice? Teaching and Teacher Education, 75, 83–92. https://eprints.qut.edu.au/119187
- Ryan, M. & Bourke, T. (2018). Spatialised metaphors of practice: how teacher educators engage with professional standards for teachers. Critical Studies in Education, 59(2), 167–186. https://eprints.qut.edu.au/222988