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TeachLab
The TeachLab research agenda is “Teaching Improvement”.
This agenda is focused on research projects investigating school leadership, teacher education and effective teaching practices.
The TeachLab research agenda, coupled with its mission to enable the education field to undertake evidence-based change, represents a major shift in how teachers are prepared, how they can best teach and how teaching improvement is undertaken.
TeachLab specialises in conducting applied research with partners comprising schools, education systems and teaching professional associations. These research partnerships are built on teachers and leaders acting as researchers, mutual benefit research projects and embedded problem-solving.
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- An investigation into the use of microcredentialing as a professional learning mechanism for teacher improvement (Lynch, Marcoionni, Yeigh)
- Re-imagining teacher education: An investigation into theory practice translation mechanisms, professional preparation partnerships and ‘new knowledge’ for developing teacher professional learning. (Lynch, Marcoionni, Hoi Vo; Cutter-Mackenzie-Knowles)
- Understanding the role of Social Learning Theory through HPE outdoor learning: investigating an innovative pedagogical approach to teacher improvement and student successful learning (Valerio)
- St Andrews Lutheran Research Project (Lynch, Marcoionni, Hoi Vo, McCarthy, Yeigh, Turner)
TeachLab Impact and Engagement
- Boyd, W., Lynch, D., Yeigh, T. Re-imagining Teaching Improvement From Early Childhood to University. Springer Singapore, 2023.
- Azevedo, E. L., Fernandes, C. S. V., Araújo, R. M. F., Ramos, A. G. A., & Mesquita, I. M. R. How can a facilitator’s caring approach trigger and deepen pre-service teachers’ reflection on their pedagogical practice? A year-long action research study. Reflective Practice, 1-13.
- Cameron Van der Smee & Carla Valerio (2023): 'He isn't a teacher. He is our friend': understanding the challenges and opportunities of conducting ethnographic research with children, Sport, Education and Society
- Valério, C., Farias, C., & Mesquita, I. (2023). Challenges in creating value in the pre-service teachers’ journey from learning to implementing student-centred approaches: an ethnographic study along a two-year PETE. Sport, Education and Society, 1-15. https://doi.org/10.1080/13573322.2023.2207581
- Markopoulos, C., Bruck, P., & Petta, K, Exploring Students’ Geometrical Thinking Through Dynamic Transformations Using 3D Computer-Based Representations. Journal of Mathematics Education at Teachers College 2022
- Kelly, M.L., Yeigh, T. & Hudson, S., Willis. R, Lee, Megan, Secondary teachers’ perceptions of the importance of pedagogical approaches to support students’ behavioural, emotional and cognitive engagement. Australian Educational Researcher
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