UTS site search

Who we are

Research in the School of Education

Research in the School of Education falls into three broad areas:

  1. Teacher learning, STEM education (Science, Technology, Engineering and Mathematics), innovative futures, learning analytics and educational leadership
  2. TESOL (Teaching of English to Speakers of Other Languages), applied linguistics, language literacy and numeracy
  3. Practice, learning, change, and innovation in professional and workplace settings

Teacher learning, STEM, innovative futures

Our researchers have strong international reputations in the areas of mathematics, science and technology education. They currently lead and are parts of major national and international research projects that include:

  • Maths Inside — concerned with promoting engagement in mathematics;
  • An ARC Discovery Grant investigating hand-held technologies in science and mathematics;
  • Projects with industry leaders such as Microsoft on learning with handheld technologies, including a project undertaken in 2015 with Microsoft: Moving Classrooms to Third Space Learning (pdf, 2.3MB);
  • Learning analytics measuring and strengthening individual learning dispositions, attitudes and values.

We work extensively with NSWDEC and other NSW schools. Teacher learning, school partnerships and teacher induction and mentoring are also areas in which our researchers have expertise.

Key researchers:

TESOL, applied linguistics, language literacy and numeracy

Our research addresses ways in which languages are used, understood and taught in the contemporary world. This entails a focus on multimodal communication, multilingualism and multi-literacies and numeracies, as well as bilingual ways of teaching and learning. Recent research projects and publications focus on academic writing, technological mediation of language and multimodal communication, meaning making potential in body language, early literacy development in disadvantaged communities, language and development in international contexts, community language maintenance, gender and language education, and multilingual practices in urban spaces.

Current projects and publications include:

  • Urban multilingualism (metrolingualism)
  • Gender, masculinity and English language teaching
  • Literacy and numeracy policies and vocational education and training systems
  • Academic writing and genre-based pedagogies
  • English pedagogies in Southeast Asia
  • Early literacies and mobile technologies

Key researchers:

Practice, learning, change and innovation in professional and workplace settings

This area builds on UTS’ worldwide renown in research on adult and vocational education and workplace learning. Our current interests lie in applying and developing new theoretical approaches including sociomaterial and practice-based perspectives. Our agenda focuses on how professional practices are changing, and what this means for learning at work and higher education. Key changes include new relationships between professions and service users (partnership, coproduction), interprofessional and interagency practice, and new technology.

Our current and recent projects include studies of:

  • Collective learning in a multicultural health service
  • Simulation-based teaching and learning in undergraduate nursing education
  • Professional expertise and reciprocal learning in services for parents with young children
  • Human rights education
  • Food pedagogies

Key researchers:

Applying

Centres