PhD (Queensland University of Technology), Bachelor of Education (Queensland University of Technology), Diploma of Teaching (Early Childhood) (Brisbane College of Adv. Ed.)
Lyndal O’Gorman has worked in the School of Early Childhood and Inclusive Education casually since 2004 and full-time from 2007. Prior to this she taught in Education Queensland primary schools in Brisbane and Far North Queensland. Lyndal was involved in the introduction of the Preparatory Year in Queensland through her as a key member of the Queensland Teachers’ Union and as a researcher at QUT during the trial and implementation of Prep. Lyndal’s PhD research employed phenomenography to explore parents’ views of the Preparatory Year in a non-government school. Lyndal’s current teaching and research endeavours at QUT include the topics of early childhood and primary arts education, education for sustainability, play pedagogies, interdisciplinary learning and teaching, and early childhood leadership. Lyndal is building a substantial track record of research investigating the intersection of the arts and education for sustainability and her work in this space is recognised internationally. She is co-leader of the Transnational Dialogues in Research in Early Childhood Education for Sustainability and leads QUT’s collaborations with the University of Stavanger, Norway, in designing and delivering short PhD courses in Early Childhood for Active Citizenship. Lyndal’s research leadership at QUT is demonstrated by her leadership of the Children as Active Citizens strand within the Childhoods in Changing Contexts research group. Lyndal’s impact at QUT is demonstrated in her work in university-wide teaching programs such as the Graduate Certificate of Academic Practice, in which she taught scholarly approaches to learning and teaching to early career academics from across the university, and supported their disciplinary research skill development.
- Early childhood education for sustainability
- Sustainability, the Arts and Big Numbers: Young Children Responding to the Work of Chris Jordan
Lyndal has been a key member of research and teaching teams that have implemented innovative interdisciplinary teaching and learning at QUT. She was a co-initiator of the Lone Pine Koala Centre project in which students from the Faculties of Education and Design worked together to design an early education centre to be built on the grounds of a local wildlife sanctuary.
Lyndal is a key member of the committee of the Queensland Early Childhood Sustainability Network (QECSN). QECSN provides professional development and advocacy for Queensland early childhood teachers as they implement education for sustainability in their centres.
Lyndal’s leadership in early childhood curriculum is demonstrated by her invitation to the P-2 advisory committee for the Queensland Curriculum and Assessment Authority.
- O'Gorman L, (2017) Sustainability, the arts and big numbers: The challenge of researching children's responses to Chris Jordan's images, International Journal of Early Childhood p321-332
- Breathnach H, Danby S, O'Gorman L, (2017) 'Are you working or playing?' Investigating young children's perspectives of classroom activities, International Journal of Early Years Education p439-454
- Inoue M, O'Gorman L, Davis J, Ji O, (2017) An international comparison of early childhood educators' understandings and practices in education for sustainability in Japan, Australia, and Korea, International Journal of Early Childhood p353-373
- Inoue M, O'Gorman L, Davis J, (2016) Investigating early childhood teachers' understandings of and practices in education for sustainability in Queensland: A Japan-Australia research collaboration, Australian Journal of Environmental Education p174-191
- O'Gorman L, (2015) Early learning for sustainability through the arts, Young children and the environment: Early education for sustainability [2nd edition] p209-224
- O'Gorman L, (2014) The arts and education for sustainability: Shaping student teachers' identities towards sustainability, Research in early childhood education for sustainability: International perspectives and provocations p266-279
- O'Gorman L, Davis J, (2013) Ecological footprinting: its potential as a tool for change in preservice teacher education, Environmental Education Research p779-791
- O'Gorman L, Hard L, (2013) Looking back and looking forward: Exploring distributed leadership with Queensland Prep teachers, Australasian Journal of Early Childhood p77-84
- Petriwskyj A, O'Gorman L, Turunen T, (2013) The interface of the national Australian curriculum and the pre-Year 1 class in school: Exploring tensions, Australasian Journal of Early Childhood p16-22
- O'Gorman L, Ailwood J, (2012) 'They get fed up with playing': parents' views on play-based learning in the Preparatory Year, Contemporary Issues in Early Childhood p266-275
- Experiences of same-sex attracted and gender diverse parents in primary schools |
PhD, Principal Supervisor
Other supervisors: Professor Annette Woods
- Pre-Service Teachers' Journeys in the Visual Arts: Attitudes, Beliefs and Self-Concepts
PhD, Associate Supervisor
Other supervisors: Adjunct Associate Professor Lisa Ehrich, Adjunct Associate Professor Linda Knight
- Early Childhood Understandings of Sustainability: Urban, Rural and Remote
Professional Doctorate, Principal Supervisor
Other supervisors: Professor Kerryann Walsh
- CULTURALLY INCLUSIVE EDUCATION FOR SUSTAINABILITY: TEACHERS' BELIEFS AND PRACTICES RELATED TO EARLY CHILDHOOD EDUCATION FOR SUSTAINABILITY IN KOREA AND AUSTRALIA
PhD, Principal Supervisor
Other supervisors: Adjunct Associate Professor Neal Dreamson
- Teachers' Ways of Seeing their Approaches with Student Behaviour in the Preparatory Year (2018)
- Children's Perspectives of Play in an Early Childhood Classroom (2017)
- A Case Study of how Primary School Teachers in Papua New Guinea understand Outcomes-Based Education (2011)
- The current context of Queensland primary teacher engagement with professional learning through professional associations (2010)