Joanne has qualifications in teaching English and ESL to secondary students. She began her career teaching academic literacy and research writing in South Korea, where she explored the methodologies of autoethnography and narrative inquiry.
Most recently she has worked intensively in the area of quality pre-service teacher education across a wide range of subjects in the primary and secondary teacher education program at UTS. Currently she is working in the area of teacher accreditation of degree programs.
Joanne’s research interests include developing collaborative teaching partnerships, teaching as an embodied practice, action research and arts-based research methodologies, such as narrative inquiry and autoethnography. She is also involved in professional development for practising teachers in Australian schools on effective writing pedagogies and project-based learning.
Can supervise: YES
The ending of a story provides clarity by framing separate encounters within an overall plot. It can intensify focus and feeling, as limited time creates a sense of preciousness. The end additionally calls for new beginnings, as places are vacated for other stories to be told. It is a generative space as new conversations can evolve. The ‘end’ of an academic story contains opportunities for beginnings and vibrant encounters, and academics may be able to explore the richness within an expansive and generative spaces by having the ‘end in sight.’
Tuinamuana, K & Yoo, JHC 2020, 'Reading Autoethnography: The Impact of Writing Through the Body'.
The ending of a story provides clarity by framing separate encounters within an overall plot. It can intensify focus and feeling, as limited time creates a sense of preciousness. The end additionally calls for new beginnings, as places are vacated for other stories to be told. It is a generative space as new conversations can evolve. The 'end' of an academic story contains opportunities for beginnings and vibrant encounters, and academics may be able to explore the richness within an expansive and generative spaces by having the 'end in sight.'
This article derives from the physical markers of "non-belonging" associated with my female and ethnic body, which are strong markers of deficit power levels in mainstream academic discourses. It discusses the sense of dis "ease" experienced by academics who feel coerced to adopt positivist and scientific rationalist approaches to knowledge at the expense of personal voice. It explores through an autoethnography of a mother's gaze, how embodied modes of writing and inquiry can enable greater comfort in one's own skin.
© 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group. This paper examines creative writing in academia through writing as a form of inquiry. Writing about lived experiences is a creative and empathetic form of ontology that unravels the flickers of 'truth' and beauty that elude the rational mind. Writing creatively requires letting go of the rigid structures of dominant academic discourse to write the unknown into being. To experience writing's potential, academics need to pay attention to the resonance felt through their bodies and memories to uncover the flickers to writing and living well.
Yoo, JHC 2020, 'An Autoethnography of Mothering in the Academy', The Qualitative Report, vol. 25, no. 8, pp. 3173-3184.
Yoo, JHC 2020, 'Imagining the I-You Through Embodied Writing'.
Yoo, JHC 2020, 'Learning to Write Through an Awareness of Breath', Qualitative Inquiry, vol. 26, no. 3-4, pp. 400-406.
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. This paper documents a year of writing dangerously to discover creative forms of inquiry that generate impact through emotional resonance. Such writing is defined as 'dangerous', as it involves exploring non-traditional and creative approaches, such as expressive, narrative, embodied and poetic writing. 'Dangerous' writing is often motivated by having the end in sight, as an awareness of limited time can help academics to prioritise personally meaningful work. Writing dangerously embodies an individual's fundamental beliefs about an academic career worth having.
© The Author(s) 2018. Illness creates a disruption in the normal progression of life by placing restrictions on everyday existence. Such disruptions may trigger pauses and open spaces to explore new bodily parameters of being and possibility, as well as to reflect on our physical intransience. This autoethnography presents a snapshot of illness that increasingly shapes my research and writing practices. Through depicting the lived experiences of physical injury, I relate the tensions between the abandonment and release underpinning desires to express immortal words through a finite body.
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. Time is a rare commodity in the academy. Academics are often inundated with multiple teaching, administrative and coordinating tasks, which detracts from time for creative writing and research. This paper discusses the problem of time poverty in academia. It proposes that engaging in creative modes, such as expressive, embodied and poetic writing, can generate a sense of timelessness. Timelessness will be defined as the sensation of fixed or frozen time, where academics are so fully engrossed in an encounter that they are unaware of time passing. Creative writing can evoke such timeless moments by connecting academics to intrinsically meaningful work that gives them pleasure.
Yoo, J 2019, 'Populism, media and education: challenging discrimination in contemporary digital societies', STUDIES IN CONTINUING EDUCATION, vol. 41, no. 1, pp. 132-133.View/Download from: Publisher's site
Yoo, JHC, Heggart, K & Burridge, N 2019, 'Collaborative Coteaching (CCT): Practitioner Learning through Shared Praxis', Australian Journal of Teacher Education, vol. 44, no. 4, pp. 65-77.View/Download from: Publisher's site
This paper explores the benefits of coteaching a philosophy and ethics subject for final year Australian primary preservice education students. It depicts the learning experiences of two early career academics, who were the coresearchers and coauthors of this article. A third author acted as a critical friend who facilitated reflective discussion around their coteaching practices. The coteachers adopt the living theory methodology to investigate collaborative coteaching as an effective model of instruction in higher education through a case study of their own practice. The primary data sources include both coteachers' weekly journals, an interview discussion with a critical friend, informal conversations and student surveys. The main themes emerging from the data include: the evolution of the coteaching relationship, practitioner learning and the viability of coteaching as an effective pedagogical tool. The findings illustrate the potential benefits of collaborative coteaching, particularly within the teacher education field.
© 2018, Social Science Press. Many tertiary institutions have embraced digital learning through the use of online learning platforms and social networks. However, the research about the efficacy of such platforms is confused, as is the field itself, in part because of the rapidly evolving technology, and also because of a lack of clarity about what constitutes a learning platform. In this study, two early career academics and instructors examined the effectiveness of using Google Classroom for final year primary teacher education students to encourage student voice and agency, and to consider how the platform might influence future pedagogies at the tertiary level. The data showed that Google Classroom increased student participation and learning and improved classroom dynamics. It also revealed concerns around pace and user experience. This data was used to construct a framework to evaluate of the use of online platforms; it identifies four concepts (pace, ease of access, collaboration and student voice/agency) that explore the usefulness of other online learning platforms, as well as pedagogical practice.
© 2017, © 2017 Informa UK Limited, trading as Taylor & Francis Group. This article contributes to the growing body of research in teacher professional development that involves teachers of writing as creative writers. The authors draw on the discussions and reflections generated from one teacher professional learning initiative to address the question of why writing teachers may not write creatively and for enjoyment. They further seek to understand the possible impact this might have on the effectiveness of creative writing instruction. Teacher and researcher reflections on their writing practices are analysed to explore the connections and tensions between writing and the teaching and learning process. The themes emerging from this data include the different positioning of teachers' identities on a spectrum from 'teacher writer' to 'writer teacher', as well as the ways that self-efficacy impacts creative writing instruction. The authors propose that engaging teachers as creative writers can enhance their professionalism and rejuvenate their practices as authentic meaning-makers and risk-takers.
This article is a conceptual exploration into the value of illness, bodies and embodied practice in teacher education. It draws on my reflections and practitioner accounts of poor health to investigate the potential to learn from illness. I position myself in this discussion as a non-tenured academic who experiences the challenges of her uncertain work environment through her body. I examine the functionalist approaches that devalues the body and explain how the disruptions triggered by illness can enable individuals to create more authentic professional narratives. This paper explores the author's growing awareness of illness, its impact and learning opportunities. Finally, the author investigates the value of writing about illness and the significance of teaching as a witnessing act. Such discussions of illness are pertinent to teacher education as illness is an inevitable part of life and can evoke powerful learning experiences.
© 2017 Informa UK Limited, trading as Taylor & Francis Group. Academic writing in higher education research is commonly perceived as the process of 'writing up' knowledge rather than exploring ideas. As a result, the potential to use creative writing approaches to develop and relay meaning has often been overlooked. This article investigates creative writing as a rich and meaningful mode of representation in academia. It argues how dominant institutional discourses inhibit personal voice by favouring objectivity, and further affirms that researchers need to oppose the pressures of academic writing by 'coming into' one's creative writing voice and consciousness. It is anticipated that using literary and poetic devices to relay the writer's personal and creative voice can generate research that encompasses the full richness of human experience.
Yoo, J & Carter, D 2017, 'Teacher Emotion and Learning as Praxis: Professional Development that Matters', Australian Journal of Teacher Education, vol. 42, no. 3, pp. 38-52.View/Download from: Publisher's site
This ethnographic study analyses the diverse emotions emerging within one teacher professional development workshop that engaged teachers as creative writers. Participating teachers revealed a vibrant range of positive and negative emotions as they worked within institutional discourses that conflicted with their intrinsic beliefs about effective teaching. They revealed their emotional investment in their roles and their desires for meaningful practice in spite of pressures to abide by managerial practices. Researchers documented high levels of vulnerability, engagement and hope as participants engaged in writing as 'praxis' to experience their beliefs about effective pedagogy firsthand. These findings suggest that since teaching and learning is inherently an emotional experience, professional development needs to acknowledge a teacher's complex emotional identity and to cultivate positive emotional growth. This study is relevant to teacher educators, preservice and practising teachers as it explores meaningful learning opportunities as a basis for effective teaching practice.
This paper is based on a research project designed to cultivate teachers as creative writers and as teachers of creative and critical writing. The project involved both primary and secondary teachers from eight schools located in Sydney, Australia. It documents the evolution of an open-ended research project that aimed to accommodate the needs of external stakeholders, participating teachers, and project researchers. It describes the development of a 'professional learning community' formed between the researchers and participants who identified as creative teachers and writers. It also explores how the research project acts as an example of how knowledge production can develop communities of practice via on-going collaboration with stakeholders. The authors highlight the complexities of conducting open-ended research that meets the emergent needs of specific communities of practice
Yoo, JHC 2017, 'Exploring a Timeless Academic Life', Qualitative Inquiry.
Yoo, J 2016, 'Straddling two worlds: How academic literacy can inform discipline-specific teaching', Journal of Academic Language & Learning, vol. 10, no. 1, pp. 169-178.
Academic literacy and discipline specific teaching have often been separated in Australian higher education settings, where academic skills advisors facilitate academic literacy skills whilst disciplinary specific academics deliver content area knowledge and skills. This superficial separation has often created situations where academic literacy advisors have had to address student learning issues without a clear understanding of subject specific knowledge and assessment requirements. The current article explores the greater integration of the teaching of academic skills and content area knowledge through an autoethnography, in which two professional roles merge. This study documents an advisor's attempts to use writing activities to scaffold discipline specific teaching within a Bachelor of Primary Teacher Education subject at the University of Technology, Sydney (UTS). It illustrates how academic advisors acquire a unique insight into effective teaching strategies as they directly address students' learning needs.
Yoo, J 2014, 'The Value of Aesthetic Teacher Learning: Drawing a Parallel between the Teaching and Writing Process', Australian Journal of Teacher Education, vol. 39, no. 9.View/Download from: Publisher's site
Yoo, J 2011, 'Revisiting And Rewriting Early Career Encounters: Reconstructing One 'identity Defining' Moment', The Australian Journal of Teacher Education, vol. 36, no. 3, pp. 105-120.
There has been much research conducted into the effects of early career experiences on future practice. The research indicates that early career academics are particularly susceptible to burnout, as they are still developing their professional knowledge
Yoo, JHC 2019, 'Creating a positive casual academic identity through change and loss' in Bottrell, D & Manathunga, C (eds), Resisting Neoliberalism in Higher Education, Palgrave Macmillan, Cham, Switzerland, pp. 89-107.View/Download from: Publisher's site
Neoliberalism has significantly impacted higher education institutes across the globe by increasing the number of casual and non-continuing academic positions. Insecure employments conditions have not only affected the well-being of contingent staff, but it has also weakened the democratic, intellectual and moral standing of academic institutions. This chapter provides one practitioner's account of the challenges of casual work, but rather than dwelling on the negativities, it outlines the potential richness of an identity based on insecurity and uncertainty. This exploration draws on the literature of retired academics and identity theory to illustrate the potential generative spaces within an undefined and incoherent identity.
Tuinamuana, K, Tanti, M, Bentley-Williams, R & Yoo, JHC 2018, 'Making 'visible' the 'invisible' work of scholarly writing in an audit culture' in Bottrell, D & Manathunga, C (eds), Seeing through the cracks of neoliberal universities, Routledge.
Project-based learning (PBL) is increasingly being adopted as an effective approach to learning in primary schools as teachers realise how authentic and challenging learning experiences enable higher levels of engagement and self-directed learning. Supporting learning through a PBL approach in schools requires rethinking a number of aspects which includes the types of experiences students are exposed to, the process of learning and the output of such learning. The role of assessment as well as student feedback and self-assessment are important features of PBL. This approach further draws on the input of 'experts' who support students to explore real-life problems or challenges. Enveloping these experiences is the use of educational technology and how this can enhance the learning process. This chapter explores how PBL can be successfully incorporated into the primary school classroom drawing on existing literature and from research undertaken by the authors.
Harbon, L, Carter, D, Buchanan, J & Yoo, JHC 2019, 'The Impact of a Teaching Performance Assessment (TPA) on the Professional Experience Continuum: Improving Engagement through course review', Australian Association for Research in Education, Brisbane.
The teaching performance assessment (TPA) is a tool undertaken by preservice teachers in the final year of their program to ensure that graduate teachers have met the relevant Graduate Teaching Standards (GTS). To comply with regulating bodies' requirements, many ITE providers have spent much time and resources on the design of a TPA, however, less focus has been given to how a TPA can shape or improve a teaching program. This paper presents the conceptual steps undertaken by ITE providers to implement such a high stakes assessment task. In the Life Course Model of project development, this study lies within the mobilisation stage, in which processes are developed for the successful implementation.
This paper presents a case study of how the University of Technology Sydney (UTS) set out to sequentially embed the four elements of the Assessment for Graduate Teaching (AfGT) into the Bachelor of Arts Bachelor of Education's practicum embedded units. The process was undertaken during the pilot and trial phases of the project. It analyses the processes undertaken by course and subject coordinators to ensure the progressive development of pre service teachers' teaching skills and capacity.
It also examines the challenges that ITE providers may experience as they examine best possible ways to integrate TPAs into existing programs. This paper explores some considerations that may arise from implementing a TPA as a summative tool, such as the impact on pre service teachers, teacher educators and school staff. We investigate how these issues can be addressed by reframing this high stakes assessment task as an ongoing, progressive and formative process. We propose that efforts to scaffolding this assessment into teacher education programs can better prepare students to successfully undertake a TPA, hence making it a more equitable process for all learners.
Tuinamuana, K & Yoo, JHC 2019, 'Down the rabbit hole and into the blue-light carriage: the paradox of laughter in academia', Auckland.
Tuinamuana, K & Yoo, JHC 2018, 'Wayfinding and disrupting linear stories: Performances of time in the academic world', Critical Autoethnography Conference.
Tuinamuana, K & Yoo, J 2017, 'Disrupting narrow ideals of time in the academic workplace', Canberra.
Yoo, J 2011, 'Revisiting and Rewriting Our Early Career Encounters: One Narrative of a Teacherâs Journey to Reconstruct One âIdentity Definingâ Moment', Narrative, Arts-based, & "Post" Approaches to Social Research, Arizona State University.
Yoo, J 2010, 'A Narrative Landscape of a Teacher's Perceptions of the 'Other' in a Korean University: the Courage to 'Be' and to Learn', University of Malaya Conference on Discourse and Society 2010, University of Malaya.