Project overview
Educating preservice teachers to teach diverse learners. This project aims to investigate links between teacher educators’ reflexive decision making and the preparation of teachers for teaching in socially and culturally diverse Australian classrooms. The project takes a transdisciplinary approach, bridging the fields of epistemic cognition and reflexive decision making, to explore how rigorous teaching can be enacted in socially and culturally diverse classrooms. Expected outcomes include enhanced capacity of those preparing future teachers for new classroom conditions, which will provide benefits for a quality teaching workforce.
Funding
ARC Discovery Project
Team
- Prof Joanne Lunn Brownlee (CI)
- Prof Leonie Rowan (CI)
- Prof Mary Ryan (CI)
- Prof Sue Walker (CI)
- A/Prof Theresa Bourke (CI)
- Prof Eva Johansson (PI)
- Dr Lyra L’Estrange (CI)
Publications
L’Estrange, Lyra, Walker, Susan, Lunn, Joanne, Ryan, Mary, Bourke, Terri, Rowan, Leonie, et al. (2023) Capturing epistemic reflexivity for teacher educators teaching about/to/for diversity in teacher education. Heliyon, 9(2), Article number: e13754.
Bourke, Terri, Ryan, Mary, Rowan, Leonie, Lunn, Joanne, Walker, Susan, & L’Estrange, Lyra (2023) Teacher educators’ knowledge about diversity: what enables and constrains their teaching decisions? Asia-Pacific Journal of Teacher Education, 51(1), pp. 28-44
Lunn, Joanne, Bourke, Terri, Rowan, Leonie, Ryan, Mary, Churchward, Peter, Walker, Susan, et al. (2022) How epistemic reflexivity enables teacher educators’ teaching for diversity: exploring a pedagogical framework for critical thinking. British Educational Research Journal, 48(4), pp. 684-703.
Lunn, Joanne, Walker, Susan, L’Estrange, Lyra, Ryan, Mary, Bourke, Terri, Rowan, Leonie, et al. (2022) Developing a Pedagogy of Teacher Education for Teaching for Diversity: Exploring Teacher Educators’ Epistemic Cognition for Epistemic Agency. In Bourke, Theresa, Henderson, Deborah, Spooner-Lane, Rebecca, & White, Simone (Eds.) Reconstructing the Work of Teacher Educators : Finding Spaces in Policy Through Agentic Approaches – Insights from a Research Collective. Springer, Singapore, 263–285.Ryan, Mary, Rowan, Leonie, Lunn, Joanne, Bourke, Terri, L’Estrange, Lyra, Walker, Susan, et al. (2022) Teacher education and teaching for diversity: a call to action. Teaching Education, 33(2), pp. 194-213.
Rowan, Leonie, Bourke, Terri, L’Estrange, Lyra, Lunn, Joanne, Ryan, Mary, Walker, Susan, et al. (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), pp. 112-158.
Lunn, Joanne, Rowan, Leonie, Ryan, Mary, Walker, Susan, Bourke, Terri, & Churchward, Peter (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), pp. 230-250.
Ryan, Mary, Bourke, Terri, Lunn, Joanne, Rowan, Leonie, Walker, Susan, & Churchward, Peter (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), pp. 259-273.
Project website
