Designing technology-enriched pedagogy in secondary mathematics education. The Australian Government's "Agenda for Action" emphasises the need to foster innovation in mathematics teaching and teacher education, and encourages teachers to embrace technologies that enhance student learning. Yet international research shows that successful innovation in teaching with technology has been elusive. This project will develop new theoretical understanding of why technology-related innovation in secondar ....Designing technology-enriched pedagogy in secondary mathematics education. The Australian Government's "Agenda for Action" emphasises the need to foster innovation in mathematics teaching and teacher education, and encourages teachers to embrace technologies that enhance student learning. Yet international research shows that successful innovation in teaching with technology has been elusive. This project will develop new theoretical understanding of why technology-related innovation in secondary school mathematics teaching takes hold in some educational settings but not others. The findings will lead to practical recommendations for design of teacher professional development programs, and shed light on reasons why teachers may embrace or reject educational change.Read moreRead less
Knowledge to enhance Science Teaching and Learning: Pursuing scholarship through explicitly enacting expert science teachers' pedagogical content knowledge. This research will enhance understandings of science teaching and learning allowing science teachers to share their knowledge in meaningful ways. In teacher preparation this will be particularly valuable by 'fast-tracking' learning about teaching science and minimize the process of the next generation of teachers feeling as though they are r ....Knowledge to enhance Science Teaching and Learning: Pursuing scholarship through explicitly enacting expert science teachers' pedagogical content knowledge. This research will enhance understandings of science teaching and learning allowing science teachers to share their knowledge in meaningful ways. In teacher preparation this will be particularly valuable by 'fast-tracking' learning about teaching science and minimize the process of the next generation of teachers feeling as though they are rediscovering that which is already known by experienced teachers of science. In articulating science teachers' knowledge, enhanced valuing their knowledge and skills of practice will occur. Such outcomes will place understanding of science teaching and learning at the forefront of teacher professionalism and positively impact work on professional standards in teaching.Read moreRead less