Peter Aubusson is Professor of Education at the University of Technology Sydney where he specialises in STEM education.
Peter is a former President of the NSW Council of Deans of Education. He has been a member of the National Initial Teacher Education Advisory Committee, an Australian Council of Deans of Education Board Member and Chair of the NSW Initial Teacher Education Committee. He was President of the Australasian Science Education Research Association (ASERA) and is currently an ASERA Board member. He was a science teacher for ten years before becoming a university teacher and researcher.
He has researched science education, teacher education and education futures for over twenty years. He was awarded the UTS Vice Chancellor Medal for Research and Teaching Integration in 2013. He was the Lead Chief Investigator on the ARC Discovery Project, Mobilising teaching: improving the quality of learning with mobile-intensive pedagogies and Chief Investigator on a number of other major research projects.
With Sandy Schuck, he leads an international group investigating education futures. He co-edited a special issue in Teacher Development on Teacher Education Futures and a special issue in Research in Science Education on Science Education Futures. His most recent book publication is Uncertainty in Teacher Education Futures: Scenarios, Politics and STEM
Australasian Science Education Research Association
European Science Education Research Association
Australian Science Teachers' Association
Science Teachers' Association of NSW
Can supervise: YES
Research projects and areas of doctoral supervision include:
- STEM Education
- Teacher learning and development/teacher education
- Science and technology education
- Studies of learning associated with intervention, teaching practice and innovation
- Teacher-as-researcher/co-researcher - action learning, action research, self-study and design based research
- Metaphor and analogy in learning, teaching and science
For recent and current research projects see:
Science and Technology Education
© Springer Nature Singapore Pte Ltd. 2018. This book discusses the use of futures methodologies to examine and critique teacher education and investigate drivers of change in teacher education contexts, providing readers with futures tools that they can use to explore curricula and pedagogies. It explains futures methods, including scenario development and backcasting, and illustrates them with examples of research in science, technology and mathematics education contexts. By allowing the long-term influence of current trends to be considered and providing an opportunity to reflect on the present and imagine the future, scenarios provoke discussion on the directions that teacher education might take now. The book offers insights into the possibilities that might exist for teacher education futures and into how scenario building and planning can be used to inform debates about the present. Further, it suggests ways in which readers can influence the future of teacher education through understanding the drivers of change.
The recruitment and retention of new entrants to the teaching profession has long been an important aspect of education, as so often these new entrants renew and refresh practice in schools. At times there have not been enough recruits or there are high levels of attrition, at other times there have been too many teachers. This has often resulted in either emergency measures to educate them quickly or a pool of unemployed teachers. There have also been concerns about the quality of teaching, the content of the curriculum and the ever-present need for more rigorous assessment procedures. We have witnessed an unwarranted rise in government intervention in teacher education and the spiralling out of control of quality measurement through inspections, evaluations and long lists of standards to be met. Fortunately, despite these problems, many young people still aspire to be teachers and many experienced teachers remain in schools and in universities due to mainly altruistic reasons such as helping to realise others potential and providing a better life for young people
Aubusson, PJ, Ewing, R & Hoban, G 2009, Action Learning in Schools Reframing teachers' professional learning and development, 1, Routledge, London, UK.
Teaching is becoming increasingly complex in the 21st Century, creating a need for more sophisticated frameworks to support teachersâ professional learning. Action learning is one such framework and has been used for workplace learning in business settings for many years. It is now becoming increasingly popular in school and university settings, but it is often misunderstood. This book clarifies what action learning is, linking key concepts to illustrate that it is not merely a process, but a dynamic interaction between professional learning, communities, leadership and change. The book brings together more than a decade of the authorsâ research in school-based action learning. Rich and diverse, the research draws on more than 100 case studies of action learning by teams of teachers in schools. The authors: * provide practical advice on how to initiate and sustain action learning; * explain the interaction between action learning, teacher development, professional learning, community building, leadership and change; and * illustrate how action learning can link to classroom practice so closely that it becomes part of what teachers do, rather than an added impost. Addressing the highs and lows, the successes and failures, and their underlying causes, Action Learning in Schools provides insights into theories of cooperation, innovation, leadership and community formation to inform individual projects and large-scale school improvement initiatives. It will be of interest to teacher educators, pre-service and experienced teachers alike, as well as school and education system managers and policymakers keen to enhance teacher professional learning and educational outcomes for students.
Please note: 'Action Learning in Schools Reframing teachers' professional learning and development' is available via the UTS library catalogue at the following link:
Kennedy, E, Aubusson, PJ & Hickman, P 2009, Biology in context: the spectrum of life, 3, OUP, Melbourne.
Aubusson, PJ 2004, Genetics: The code is broken, OUP, Melbourne.
Aubusson, PJ, Kennedy, E & Hickman, P 2004, Biology in context: the spectrum of life, 2, OUP, Melbourne.
Aubusson, PJ 2002, Evaluation of Primary investigations, Australian Academy of Science, Canberra.
Aubusson, PJ 2001, Introduction to Technology Education, Peninsula Technikon/Bolding College, Cape Town.
Aubusson, PJ 2001, Making Technology Education Work: Assessment, Peninsula Technikon/Bolding College.
Aubusson, PJ 2001, Making Technology Education Work: Innovative teaching strategies, Peninsula Technikon/Bolding College.
Aubusson, PJ 2001, Making Technology Education Work: Introduction to technology education, Peninsula Technikon/Bolding College.
Aubusson, PJ 2001, Making Technology Education Work: Language and communication in a multicuiltural context, Peninsula Technikon/Bolding College.
Aubusson, PJ 2001, Making Technology Education Work: Resource management, Peninsula Technikon/Bolding College.
Aubusson, PJ & Kennedy, E 2000, Biology in context, OUP.
Aubusson, PJ, Beveridge, S, Healy, C, McCloughan, G, Scott, J & Sormus, M 1998, Subject based science assessment, NSW DET.
Aubusson, PJ, Kennedy, E & Snyder, W 1996, Biology: The spectrum of life, OUP, Melbourne.
Aubusson, PJ 1993, PRIMESTEP: A school based professional development course in primary science and technology, NSW DET.
Aubusson, PJ & Webb, C 1993, PRIMESTEP Leader's Manual: A school based professional development course in primary science and technology, NSW DET, Sydney.
Yaseen, Z & Aubusson, P 2020, 'Exploring Student-Generated Animations, Combined with a Representational Pedagogy, as a Tool for Learning in Chemistry', Research in Science Education, pp. 1-20.View/Download from: Publisher's site
© 2018 Springer Science+Business Media B.V., part of Springer Nature This article describes an investigation into teaching and learning with student-generated animations combined with a representational pedagogy. In particular, it reports on interactive discussions that were stimulated by the students' own animations as well as their critiques of experts' animations. Animations representing views of states of matter provided a vehicle by which to investigate learning in a series of lessons. The study was implemented with Year 11 high school students. After students constructed, presented and discussed their animations, they watched and critiqued experts' animations. They were then interviewed about the teaching–learning process. Most students (91%) spoke positively about follow-up discussion classes, saying that their previous conceptions and understanding of states of matter had improved. They explained that they had identified some alternative conceptions, which they had held regarding states of matter and explained how their conceptions had changed. They reported that the teaching/learning process had helped them to develop a deeper understanding of the changing states of matter.
Schuck, SR, Aubusson, P, Buchanan, J, Varadharajan, M & Burke, P 2018, 'The experiences of early career teachers: new initiatives and old problems', Professional Development in Education, vol. 44, no. 2, pp. 209-221.View/Download from: Publisher's site
The task of supporting beginning teachers has received considerable attention in recent years, and numerous initiatives have been implemented. In this article we investigate the experiences of early career teachers (ECTs) in New South Wales, Australia, at a time when their employing authority mandated the provision of mentors and a reduction in face-to-face teaching for ECTs. The article draws on ECTs' responses to survey items asking about their experiences as an ECT. It emerged that many of the issues of the early years that have caused problems for ECTs remain intractable, or at least unresolved for some. The research indicates that despite support that has been mandated by some employers, we cannot be complacent about the transition of ECTs into the profession. There remains a need to address the elements of school environments that impact on ECTs' experiences.
Bano, M, Zowghi, D, Kearney, M, Schuck, S & Aubusson, P 2018, 'Mobile learning for science and mathematics school education: A systematic review of empirical evidence', Computers and Education, vol. 121, pp. 30-58.View/Download from: Publisher's site
The ubiquity, flexibility, ease of access and diverse capabilities of mobile technologies make them valuable and a necessity in current times. However, they are under-utilized assets in mathematics and science school education. This article analyses the high quality empirical evidence on mobile learning in secondary school science and mathematics education. Our study employed a Systematic Literature Review (SLR) using well-accepted and robust guidelines. The SLR resulted in the detailed analysis of 49 studies (60 papers) published during 2003–2016. Content and thematic analyses were used to ascertain pedagogical approaches, methodological designs, foci, and intended and achieved outcomes of the studies. The apps and technologies used in these studies were further classified for domain, type and context of use. The review has highlighted gaps in existing literature on the topic and has provided insights that have implications for future research.
Burke, PF, Schuck, S, Aubusson, P, Kearney, M & Frischknecht, B 2018, 'Exploring teacher pedagogy, stages of concern and accessibility as determinants of technology adoption', Technology, Pedagogy and Education, vol. 27, no. 2, pp. 149-163.View/Download from: Publisher's site
This research examines how the pedagogical orientations of teachers affect technology adoption in the classroom. At the same time, the authors account for the stage of concern that teachers are experiencing regarding the use of the technology, their access to the technology and the level of schooling at which they teach.The authors' investigation of these factors occurs in the context of a contemporary technology, the interactive whiteboard (IWB), in Australian schools. A structural equation model was estimated using a reflective measure of technology usage with antecedents in the form of pedagogical-oriented beliefs and best–worst scaling derived scores for a teacher's stage of concern regarding IWBs. Teachers with constructivist-oriented pedagogical beliefs were significantly more likely to use IWBs than transmission-oriented teachers. However, the strongest determinant of usage was whether the technology is immediately accessible or not.
Kearney, M, Schuck, SR, Aubusson, P & Burke, P 2018, 'Teachers' technology adoption and practices: lessons learned from the IWB phenomenon', Teacher Development, vol. 22, no. 4, pp. 481-496.View/Download from: Publisher's site
The twenty-first century has seen unprecedented investment from governments around the world in educational technologies in schools. This paper investigates Australian teachers' adoption and use of a popular technology that has been extensively supported by governments and school systems: the interactive whiteboard (IWB). The study suggests that a number of the barriers identified in the early days of adoption and use of this technology, such as professional support and access, still remain for many teachers, thereby impeding effective practices. The research also found that primary school teachers were using the technology in diverse ways, in contrast to secondary teachers who were using the IWB mainly for instructionist, presentational purposes. We conclude by considering various ways of reducing the effect of the identified barriers to support implementation of educational technologies in the classroom, especially the next generation of technologies promoted by governments and systems.
Palmer, T-A, Burke, PF & Aubusson, P 2017, 'Why school students choose and reject science: a study of the factors that students consider when selecting subjects', International Journal of Science Education, vol. 39, no. 6, pp. 645-662.View/Download from: Publisher's site
Student study of science at school has been linked to the need to provide a scientifically capable workforce and a scientifically literate society. Educators, scientists, and policymakers are concerned that too few students are choosing science for study in their final years of school. How and why students choose and reject certain subjects, including science, at this time is unclear. A Best–Worst Scaling (BWS) survey was completed by 333 Year 10 (age 14–17) students to investigate the relative importance of 21 factors thought to impact students' subject-selection decisions. Students ranked enjoyment, interest and ability in a subject, and its perceived need in their future study or career plans as the most important factors in both choosing and rejecting subjects. They considered advice from teachers, parents or peers as relatively less important. These findings indicate that enhancing students' enjoyment, interest, and perceptions of their ability in science, as well as increasing student perceptions of its value in a future career, may result in more students studying science at school.
Aubusson, P & Panizzon, D 2016, 'Science Education Futures Research: It's About the Present! Your Move', RESEARCH IN SCIENCE EDUCATION, vol. 46, no. 2, pp. 163-164.View/Download from: Publisher's site
Aubusson, P, Panizzon, D & Corrigan, D 2016, 'Science Education Futures: "Great Potential. Could Do Better. Needs to Try Harder"', RESEARCH IN SCIENCE EDUCATION, vol. 46, no. 2, pp. 203-221.View/Download from: Publisher's site
Buchanan, J, Schuck, S & Aubusson, P 2016, 'In-School Sustainability Action: Climate Clever Energy Savers', Australian Journal of Environmental Education, vol. 32, no. 2, pp. 154-173.View/Download from: Publisher's site
Copyright © The Author(s) 2016 The mandate for living sustainably is becoming increasingly urgent. This article reports on the Climate Clever Energy Savers (CCES) Program, a student-centred, problem- and project-based program in New South Wales, Australia, aimed at enabling school students to identify ways of reducing their schools' electricity consumption and costs. As part of the program, students apply for Department of Education and Communities funds to address issues of electricity usage, such as building or appliance modifications, or education campaigns. In particular, this article focuses on the systemic approach used to assist teachers and students in meeting the aims of the CCES program, the Sustainability Action Process (SAP). To ascertain the contribution and value of such a framework in achieving project outcomes and associated learning and attitudinal change, we investigated teachers' and some students' uses and opinions of the SAP via surveys (n = 434), 16 interviews, and analysis of documents such as student work samples and lesson outlines. Our research indicates that the SAP has been a highly effective, enabling and engaging tool in helping students to identify ways and means of reducing electricity consumption and evaluating their effectiveness, as well as identifying allies and other sources of assistance in carrying out their projects.
Burden, K, Aubusson, P, Brindley, S & Schuck, SR 2016, 'Changing knowledge, changing technology: implications for teacher education futures', Journal of Education for Teaching: international research and pedagogy, vol. 42, no. 1, pp. 4-16.View/Download from: Publisher's site
Recent research in teacher education futures has identified two themes that require further study: the changing nature of knowledge and the changing capabilities of technologies. This article examines the intersection of these two themes and their implications for teacher education. The research employed futures methodologies based on scenario creation. With a focus on the above themes or dimensions, a panel of experts was interviewed to draw on its collective wisdom to explore alternative teacher education futures. Data from these interviews were analysed to stimulate the construction of four future teacher education scenarios. Feedback on the scenarios was obtained from teacher educators in Europe and Australia. The scenarios were then revised based on this feedback. The final scenarios are presented here as a way of provoking discussion among teacher educators about teacher education futures.
Burke, PF, Aubusson, PJ, Schuck, SR, Buchanan, JD & Prescott, AE 2015, 'How do early career teachers value different types of support? A scale-adjusted latent class choice model', Teaching and Teacher Education, vol. 47, no. April, pp. 241-253.View/Download from: Publisher's site
Aubusson, P, Griffin, J & Palmer, T 2015, 'Primary Teachers' Professional Learning Preferences in Science and Technology', International Journal of Teaching and Education, vol. III, no. 3, pp. 35-49.View/Download from: Publisher's site
It has long been established that there are particular challenges to the teaching of primary science and technology. Teacher professional development is almost universally regarded as critical to the provision of high quality school education and to the provision of effective science and technology teaching. This study surveyed 173 primary school teachers in Australia to determine the current state of teacher professional learning in order to understand what professional learning might be attractive to primary school teachers of science and technology. The survey was conducted during the roll out of a new national curriculum and obtained information on: personal and demographic details, professional learning preferences, and school science and technology capability. The findings suggest that these teachers' preferred professional development that included: expert input, sequences of workshops delivered during school time, the trial of practical activities in their own class with collaborative reflection, sharing and discussion of classroom experiences facilitated by a team based strategy such as co-planning and teaching common lessons or lessons with similar activities.
Blank, J, Damjanovic, V, Peixoto da Silva, AP & Weber, S 2014, 'Authenticity and "Standing Out:" Situating the Project Approach in Contemporary Early Schooling', Early Childhood Education Journal, vol. 42, no. 1, pp. 19-27.View/Download from: Publisher's site
Whyte, S, Schmid, EC, van Hazebrouck Thompson, S & Oberhofer, M 2014, 'Open educational resources for CALL teacher education: the iTILT interactive whiteboard project', Computer Assisted Language Learning, vol. 27, no. 2, pp. 122-148.View/Download from: Publisher's site
Aubusson, PJ, Burke, PF, Schuck, SR, Kearney, MD & Frischknecht, BD 2014, 'Teachers Choosing Rich Tasks: The Moderating Impact of Technology on Student Learning, Enjoyment and Preparation', Educational Researcher, vol. 43, no. 5, pp. 219-229.View/Download from: Publisher's site
Education is facing significant political and contextual challenges that will impact its future. This study employs a Delphi methodology to investigate teacher educators views of current trends and their consequences for teacher education futures. Interviews were conducted with a sample of expert teacher educators drawn from eight countries. This provided international perspectives on both local and global trends. The data were analysed to identify and elaborate key themes reported by the participants. The article draws on these themes to develop brief narratives around current developments that the teacher educators argue will have a major impact on the future of teacher education. These narratives are used to develop possible scenarios to inform thinking about teacher education futures.
Buchanan, JD, Prescott, AE, Schuck, SR, Aubusson, PJ, Burke, PF & Louviere, JJ 2013, 'Teacher retention and attrition: Views of early career teachers', Australian Journal of Teacher Education, vol. 38, no. 3, pp. 112-129.View/Download from: Publisher's site
The provision and maintenance of quality teachers is a matter of priority for the profession. Moreover, teacher attrition is costly to the profession, to the community and to those teachers who leave feeling disillusioned. There is a need to investigate the experiences of early career teachers to consider how these issues contribute to decisions about staying in or leaving the profession. This paper reports on an aspect of a larger study on teacher retention. It describes and analyses the experiences of teachers participating in the study and highlights implications for teacher retention. The study proposes the notion of `resilient stayers, and how beginning teachers resilience might be strengthened and supported. It asks what combination of circumstances in the school and the system, and individual resources of resilience on the part of early career teachers, might maximise the chances of teachers choosing to remain in the profession.
Burke, PF, Schuck, SR, Aubusson, PJ, Buchanan, JD, Louviere, JJ & Prescott, AE 2013, 'Why do early career teachers choose to remain in the profession? The use of best-worst scaling to quantify key factors', International Journal of Educational Research, vol. 62, no. 1, pp. 259-268.View/Download from: Publisher's site
Many countries report high attrition rates among beginning teachers. The literature cites many factors that influence a teachers decision to remain in the profession. These include remuneration, workload, support, administration and parents. It is unclear, however, which factors matter most to teachers and, consequently, where best to direct limited resources. This study uses Best-worst Scaling (BWS) and complementary experimental design methods to quantify the relative importance of these factors. The results suggest that improving student engagement, experiencing professional challenges and enjoying collegial support are the most important factors influencing teacher decisions to stay in the profession. Beginning teachers nominate remuneration, recognition, and external factors (e.g., class size; location) as playing a lesser role in their decision to remain teachers.
Schuck, SR, Aubusson, PJ, Kearney, MD & Burden, K 2013, 'Mobilising teacher education: A study of a professional learning community', Teacher Development, vol. 17, no. 1, pp. 1-18.View/Download from: Publisher's site
This paper reports on a study of a community of university educators that investigated the introduction of mobile technologies into their learning and teaching. The study was conducted by a subgroup of that community. Given the ubiquity of mobile devices, members of the community felt they needed to develop expertise in mobile learning so that they could incorporate it into their teaching. They studied their own learning, supported by a critical friend who evaluated the community's functioning and activities, providing valuable feedback. Activities of this group were informed by and focused on: development of awareness of the potential of mobile devices for learning; construction of action plans within the community; and implementation of these plans. They also included investigating best-practice approaches by interviewing experts in the field, exploring the literature on mobile learning and then initiating and testing some mobile learning pedagogies in the context of their own teacher education subjects. The community met regularly to discuss emerging issues and applications. The paper shares some of the findings gained from studying the community, and discusses the challenges and constraints that were experienced. The authors conclude with recommendations for professional learning communities aiming to learn about technology-mediated teaching practices.
Yasukawa, K, Widin, J, Smith, V, Aubusson, PJ, Rivera, K, Van Tiel, M & Whitty, HE 2013, 'Examining Museum Visits as Literacy Events: the role of mediators', Literacy and Numeracy Studies, vol. 21, no. 1, pp. 85-113.
Museum exhibitions are literacy rich environments. Visitors may engage with a range of texts including texts that constitute the exhibition objects themselves, those that convey information about the objects and those that instruct visitors about how the visitors are expected by the museum to navigate through the exhibition. The ways in which visitors engage with these diverse texts are important defining factors of the visitors museum experience. For museums, understanding how texts in their exhibitions are influencing the museum experience, and the possibility of a museum experience for the broad public community is important in the fulfilment of their public mission as cultural and education institutions. In this paper, we adopt a view of literacy as a social practice, the perspective of New Literacy Studies (NLS), that offers a fruitful way for museums to consider the interactions between exhibition texts and their audiences. Such considerations, we argue, can inform museums approaches to broadening their visitor demographics to more strongly fulfill their public mission. We show that the goals of NLS resonate with some of the goals of the New Museology movement in museum studies, a movement that aims to democratize what museums represent and how.
A growing area of research concerns the increasing use by young people of mobile phones. Inevitably, researchers interested in exploring the lives and habitus of young people must also consider their engagement with the ubiquitous mobile. This research, however, can create a number of ethical dilemmas, some that are already discussed in literature on internet use and ethics, but also others that are more specifically related to mobile usage, such as the trail left by the data from mobile technologies, and the inclusion of third parties in research without explicit permission. This article discusses the ethical dilemmas arising in this research with young people; it indicates how these dilemmas may challenge current research ethics guidelines and provides recommendations for ethical research in these situations.
Mobile learning is a relatively new phenomenon and the theoretical basis is currently under development. The paper presents a pedagogical perspective of mobile learning which highlights three central features of mobile learning: authenticity, collaboration and personalisation, embedded in the unique timespace contexts of mobile learning. A pedagogical framework was developed and tested through activities in two mobile learning projects located in teacher education communities: Mobagogy, a project in which faculty staff in an Australian university developed understanding of mobile learning; and The Bird in the Hand Project, which explored the use of smartphones by student teachers and their mentors in the United Kingdom. The framework is used to critique the pedagogy in a selection of reported mobile learning scenarios, enabling an assessment of mobile activities and pedagogical approaches, and consideration of their contributions to learning from a socio-cultural perspective.
Science schooling enjoys high status. Scientific capability is perceived as critical in underpinning economic success in advanced societies. Science achievement, at all levels, has become a global competition in which nations want to be seen to triumph. Governments periodically pay close attention to science education with a view to ensuring it does its work for our society and that we perform in the international contest. This is a mixed blessing, because, while it provides occasional injections of funds, it also brings intrusive scrutiny, criticism and demands for change. Typically there are calls for better science, more scientists and a more scientifically literate society. Consequently, from time to time, ideal outlines for school science are generated for translation into curriculum. This article briefly locates the Australian science curriculum in this broad context of science education. It then reports analyses of conversations with leaders in science education research from five Australian states. These explore curriculum development and implementation, strengths and weaknesses of the Australian science curriculum, and missed and realised opportunities. This leads to a conclusion that describes alternative future school science scenarios.
Aubusson, PJ, Griffin, JM & Steele, FA 2010, 'A Design-Based Self-Study of the Development of Student Reflection in Teacher Education', Studying Teacher Education, vol. 6, no. 2, pp. 201-216.View/Download from: Publisher's site
Reflection is critical to successful pre-service teacher learning, but it is hard to teach and difficult for students to conceptualize. This article reports a self-study, with others, where a practitioner and colleagues scrutinized an intervention in teacher education. The study employed design-based methodology to examine an intervention in a teacher educator's own class. Students were invited to use teaching strategies such as investigating, problem solving or cooperative learning and to analyze aspects of episodes in their school-based experience when teaching with these strategies. In collaboration with others, the teacher educator gathered data on the effects of this intervention through interviews, focus groups, observation, records of lecturers' reflections, on-line discussion board records and students' portfolios. The findings revealed that the use of contextual anchors contributed to these students becoming reflective and exhibiting increasing levels of reflection. Over the semester they moved from simple descriptions of what was happening in their classroom to richer analysis of their practice. We locate this study in current developments in science teacher education with particular emphasis on reflective practices
This article frames and theorises the nature of adolescents' informal experiences in Web 2.0 environments to articulate their fit or misfit with current conceptions of school education and educational practices. Adolescents are increasingly active Web 2.0 users. However, the traditional research and education communities have been slow to respond to the rapid emergence of the digital generational culture. Adolescents' new ways of interacting and producing could possibly render current configurations of schooling obsolete and hence require new conceptualisations of schooling. While scenarios for schooling in the future have been broadly discussed by educators, little analysis exists of the possible impact on these scenarios of adolescents' engagement with Web 2.0 spaces. This article discusses how these new visions might influence, disrupt and interact with future schooling scenarios and educational practices. © 2010 Taylor & Francis.
This article frames and theorises the nature of adolescents' informal experiences in Web 2.0 environments to articulate their fit or misfit with current conceptions of school education and educational practices. Adolescents are increasingly active Web 2.0 users. However, the traditional research and education communities have been slow to respond to the rapid emergence of the digital generational culture. Adolescents' new ways of interacting and producing could possibly render current configurations of schooling obsolete and hence require new conceptualisations of schooling. While scenarios for schooling in the future have been broadly discussed by educators, little analysis exists of the possible impact on these scenarios of adolescents' engagement with Web 2.0 spaces. This article discusses how these new visions might influence, disrupt and interact with future schooling scenarios and educational practices.
Schuck, SR, Aubusson, PJ & Kearney, MD 2010, 'Web 2.0 in the classroom? Dilemmas and opportunities inherent in adolescent web 2.0 engagement.', Contemporary Issues in Technology and Teacher Education (CITE), vol. 10, no. 2, pp. 234-246.
The paper discusses the implications of the current phenomenon of adolescent engagement in digital spaces. Young people are increasingly active Web 2.0 users, and their interactions through these technologies are altering their social identities, styles of learning, and exchanges with others around the world. The paper argues for more research to investigate this phenomenon through the use of virtual ethnography and identifies the ethical challenges that lie therein. It raises questions for school education and presents an argument for studying the area in culturally sensitive ways that privilege adolescents voices.
Aubusson, P, Schuck, S & Burden, K 2009, 'Mobile learning for teacher professional learning: benefits, obstacles and issues', Research in Learning Technology, vol. 17, no. 3.View/Download from: Publisher's site
This paper reflects on the role of mobile learning in teachers professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-in action and to capture the spontaneity of learning moments. The paper also argues for the value of collaborations between teachers and students in professional learning. It suggests that authentic artefacts and anecdotes, captured through mobile technologies, can enable the sharing, analysis and synthesis of classroom experiences by teachers and students. Such analysis and synthesis helps to encourage collaborative reflective practice and is likely to improve teacher and student learning as a result. Ethical issues that might arise through using mobile technologies in this way are also discussed. Teacher voice is presented to indicate the range of views about mobile learning and to indicate current practices. Practical, school systemic, attitudinal and ethical factors may inhibit mobile technology adoption; these factors need to be researched and addressed to realise the potential of teacher mobile professional learning.
Brady, LI, Aubusson, PJ & Dinham, S 2008, 'Teachers as researchers: action learning for professional development', Learning and Teaching, vol. 1, no. 1, pp. 5-16.
Dinham, S, Aubusson, PJ & Brady, LI 2008, 'Distributed leadership as a factor in and outcome of teacher action learning', International Electronic Journal for Leadership in Learning, vol. 12, no. 4, pp. 1-13.
Available at: http://www.ucalgary.ca/iejll/vol12/brandy
Schuck, SR, Aubusson, PJ & Buchanan, JD 2008, 'Enhancing teacher education practice through professional learning conversations', European Journal of Teacher Education, vol. 31, no. 2, pp. 215-227.View/Download from: Publisher's site
The paper discusses the value of peer observation followed by professional learning conversations for the professional development of teacher educators. The authors analyse their shared learning experiences and articulate what challenged them in these experiences. They discuss the ways in which their perceptions of this process differed or were similar. The grounding of the experience in a context of trust and professional relationship was seen as an essential part of the learning process. The authors highlight the importance of the cognitive-emotional and personal-professional aspects of teacher educators' lives in supporting their learning through the combination of peer observation and ongoing professional learning conversations.
Aubusson, PJ, Steele, FA, Dinham, S & Brady, LI 2007, 'Action learning in teacher learning community formation: informative or transformative.', Teacher Development, vol. 11, no. 2, pp. 133-148.
Professional learning communities among teachers and schools have been envisioned as a mechanism for development, knowledge building and implementation. However the formation of an effective learning community is more complex than giving teachers a project and asking them to share a room. This paper reports a synergistic interaction between a model of pedagogy and action learning, including peer observation, that involved 82 schools participating in a wide variety of projects. For most schools, these projects were successful in initiating action learning and promoting teacher development. The authors believe that this innovation generates insights into ways that the building of community, which is central to this type of learning, can be enhanced.
Watson, K, Steele, FA, Vozzo, L & Aubusson, PJ 2007, 'Changing the subject: retraining teachers to teach science.', Research in Science Education, vol. 37, no. 1, pp. 141-154.
This paper reports the experiences of teachers involved in a novel retraining scheme designed to meet a short-term crisis in numbers of teachers of physics. Teachers trained in other subject areas underwent an intensive six-month training in physics and were then placed in schools. During the first year of teaching some support for ongoing learning in science was provided. A study of these teachers experiences found they lacked content knowledge in areas of the curriculum other than physics and were unprepared for the reality of the science classroom. Their existing classroom management skills were of only limited value in the new context For those graduates who were supported by experienced staff in schools, the transition to science teaching was hard but ultimately worthwhile. For some, whose qualifications to teach science were never accepted by their peers, retraining was a bitter experience.
Brady, LI, Aubusson, PJ & Dinham, S 2006, 'Action learning for school improvement', Educational Practice and Theory, vol. 28, no. 2, pp. 27-40.
Aubusson, PJ, Watson, K & Steele, FA 2005, 'Retrained teachers and school culture: complex interactions', Teacher Development, vol. 9, no. 1, pp. 59-78.
Gregson, R & Aubusson, PJ 2005, 'Writing: is it important in science classrooms?', Journal of science and mathematics education in Southeast Asia, vol. 28, no. 1, pp. 25-42.
Aubusson, PJ & Watson, K 2004, 'Using a curriculum package combined with professional learning to promote good practice in teaching secondary science', Pacific-asian Education, vol. 16, no. 2, pp. 49-64.
Aubusson, PJ, Watson, K, Vozzo, L & Steele, FA 2004, 'Mentoring retrained teachers: extending the web', Mentoring & Tutoring: Partnership in Learning, vol. 12, no. 3, pp. 335-351.
Aubusson, PJ, Watson, K, Vozzo, L & Steele, FA 2004, 'Retraining teachers to teach science: is it good?', Teaching Science, vol. 50, no. 21, pp. 28-32.
Teacher education has become the subject of increasing scrutiny and general reviews often recommend change. This article reports the author's perceptions of and reflection on an evolving secondary teacher education programme. It outlines the reasons for change, some difficulties encountered and some steps taken to address these. The case to change the secondary teacher education programme considers how general criticisms of teacher education are influencing an ostensibly successful programme. Despite its success and attractiveness, the programme appeared to have a key problem: a perceived lack of relevance according to beginning teachers, though not to current teacher education students. Specific modifications to the programme are presented which set out, primarily, to increase the relevance of the teacher education experience. The reflection on the programme change, as it occurred, reports how university culture and development of partnership between school and university present a challenge to the proposed development of the teacher education course. © 2003 by Taylor nad Francis Group, LLC.
Aubusson, PJ & Watson, K 2003, 'Packaging constructivism in a curriculum resource', Asia Pacific forum on Science Learning and Teaching, vol. 3, no. 2, pp. 1-25.
This paper outlines research that assessed the effectiveness of a curriculum package combined with a professional development program in promoting constructivist science teaching. Six high school science teachers from three schools attended professional development workshops and attempted to implement a science curriculum package which included an emphasis on a constructivist approach (the 5Es) and cooperative learning. The findings suggest that teachers were the critical factor in curriculum innovation, that professional development and the curriculum package influenced implementation, and that a hierarchy of skill and knowledge acquisition is associated with constructivist teaching. In some cases, the curriculum package seemed to improve teaching and learning, in other cases good teaching and learning were hindered.
Boddy, N, Watson, K & Aubusson, PJ 2003, 'A trial of the Five Es: A referent model for constructivist teaching and learning', Research in Science Education, vol. 33, no. 1, pp. 27-42.View/Download from: Publisher's site
Watson, K, Aubusson, PJ, Steele, FA & Griffin, JM 2003, 'A culture of learning in an informal science and technology museum setting', Australian Research in Early childhood Education, vol. 10, pp. 81-96.
This article reports on a 15 month study of attempted innovation in school science. The teachers in an Australian secondary school were attempting to introduce a constructivist approach to their teaching of science. The change attempt is interpreted thro
Watson, K, Aubusson, PJ, Steele, FA & Griffin, JM 2002, 'A culture of learning in the informal museum setting?', Australian Research in Early Childhood Education, vol. 9, no. 1, pp. 125-139.
An interactive science exhibition was used as the basis for a study of young children's behaviour and learning in an informal setting. Young primary school children were observed during school excursions to the exhibition, and the interactions of the children with the exhibits, with each other and with the adults supervising the visit were examined. In the context of this exhibition, learning was enhanced by student interaction with other students, and by the involvement of supervisory adults in guiding the students in the exploration of the activities provided. It is suggested that an appropriate environment for learning in this informal museum environment, is one where the children are free to interact with their peers, where the activities encourage co-operative activity between students, and where assistance from adult supervisors is available to facilitate student investigation of exhibits. Teachers, parents and museum staff involved in school visits to the informal setting need to take an active role in promoting a culture of learning.
Aubusson, PJ & Watson, K 1999, 'Issues And Problems Related To Science Curriculum Implementation In Pakistan: Perceptions Of Three Pakistani Curriculum Managers', Science Education, vol. 83, no. 5, pp. 603-620.
This article reviews recent curriculum implementation in Pakistan through the eyes of three members of a science curriculum review and implementation team. Different views of curriculum implementation, ranging from cooperative to authoritarian, are consi
Aubusson, PJ & Watson, K 1999, 'Issues and problems related to science curriculum implementation in Pakistan: Perceptions of three Pakistani curriculum managers', Science Education, vol. 83, no. 5, pp. 603-620.
This article reviews recent curriculum implementation in Pakistan through the eyes of three members of a science curriculum review and implementation team. Different views of curriculum implementation, ranging from cooperative to authoritarian, are considered. In this context, perceptions of past, present, and future science curriculum implementation are examined to reveal the changing patterns of science curriculum implementation in Pakistan. Influences that may act to encourage or discourage change in curriculum management are identified. The relative merits of different views of curriculum implementation are assessed with reference to the cultures of developing countries such as Pakistan. The need for curriculum and its implementation to grow in sympathy with the culture of which it is to be part is emphasized. © 1999 John Wiley & Sons, Inc. Sci Ed 83:603-620, 1999.
Aubusson, PJ & Watson, K 1999, 'Issues and problems related to science curriculum implementation in Pakistan: Perceptions of three Pakistani curriculum managers', Science Education, vol. 83, no. 5, pp. 603-620.View/Download from: 3.3.co;2-j">Publisher's site
Aubusson, P, Fogwill, S, Barr, R & Perkovic, L 1997, 'What happens when students do simulation-role-play in science?', Research in Science Education, vol. 27, no. 4, pp. 565-579.View/Download from: Publisher's site
This article outlines some of the findings based on a study by three teachers and a university academic of role play in the teachers' classes. The study focuses on the results of role plays undertaken with students in mixed ability classes from three high schools in New South Wales. Role plays, where students play parts in scientific phenomena such as the electrons in an electric circuit or molecules from food in digestion, are not new to science education. But, what happens when students participate in role plays in science? In this report it is suggested that simulation-role-play may allow students to demonstrate their understanding, explore their views and develop deeper understanding of phenomena. A strategy for using analogical analysis in simulation-role play is suggested but concerns are raised about the students' capacity to distinguish role play from the subject matter being studied.
AUBUSSON, P & WEBB, C 1992, 'TEACHER BELIEFS ABOUT LEARNING AND TEACHING IN PRIMARY SCIENCE AND TECHNOLOGY', RESEARCH IN SCIENCE EDUCATION, VOL 22, 1992, vol. 22, pp. 20-29.View/Download from: Publisher's site
Burden, K & Kearney, M 2018, 'Mobile STEM learning scenarios' in Schuck, S, Aubusson, P, Burden, K & Brindley, S (eds), Uncertainty in Teacher Education Futures, Springer, Singapore, pp. 177-203.View/Download from: Publisher's site
Kearney, M, Pressick-Kilborn, KJ & Aubusson, PJ 2016, 'Students' use of digital video in contemporary science teacher education' in Hoban, G, Nielsen, W & Shepherd, A (eds), Student-generated Digital Media in Science Education: Learning, explaining and communicating content, Routledge, UK, pp. 136-147.
Buchanan, JD, Aubusson, PJ & Schuck, SR 2014, 'A system-wide school-based program for sustainability: Climate Clever Energy Savers' in Thomas, K & Muga, H (eds), Handbook of Research on Pedagogical Innovations for Sustainable Development, IGI Global, USA, pp. 245-269.View/Download from: Publisher's site
This chapter reports on an external evaluation of a state-wide Education for Sustainability program conducted in NSW, Australia. This program, Climate Clever Energy Savers, conducted by the NSW Department of Education and Communities, invited students in primary and secondary schools (from years 3 to 10), under the guidance of their teachers, to submit proposals for funding projects to the value of up to $2000 aimed at reducing their school's electricity consumption and costs. The chapter situates the program in the context of the need for sustainable development, and the centrality of education in achieving this. The ongoing evaluation has been investigating outcomes of the school-based projects, as well as teachers' views on the support made available to the teachers and students undertaking them. More specifically, this chapter investigates three illustrative sites of practice of the Program, examining outcomes, commonalities and differences across these sites. One feature common to most if not all projects is the use of the Sustainability Action Process as a framework for guiding the progress of all projects. This will form one mode of comparison of implementation of the projects across the specific and diverse sites. The chapter will conclude with implications for practice and further research emerging from the case study investigations.
Aubusson, PJ & Vaughan, K 2012, 'Teal Primary School' in Burridge, N, Whalan, F & Vaughan, K (eds), Indigenous Education: A Learning Journey for Teachers, Schools and Communities, Sense Publishers, Rotterdam, pp. 104-114.
Study of teacher professional learning in indigenous education through school-based action learning sets
Schuck, S, Aubusson, P, Buchanan, J & Russell, T 2012, 'Butterfly Brains and Digital Natives Inhabiting Schools in Transition' in Beginning Teaching, Springer Netherlands, pp. 105-116.View/Download from: Publisher's site
Schuck, S, Aubusson, P, Buchanan, J & Russell, T 2012, 'Lessons Learnt from Stories of Beginning Teachers' in Beginning Teaching, Springer Netherlands, pp. 133-143.View/Download from: Publisher's site
Schuck, S, Aubusson, P, Buchanan, J & Russell, T 2012, 'Mentoring and Induction: Nourishing or Eating Our Young?' in Beginning Teaching, Springer Netherlands, pp. 67-80.View/Download from: Publisher's site
Schuck, S, Aubusson, P, Buchanan, J & Russell, T 2012, 'Professional Challenges in the Life of a New Teacher' in Beginning Teaching, Springer Netherlands, pp. 81-90.View/Download from: Publisher's site
Schuck, S, Aubusson, P, Buchanan, J & Russell, T 2012, 'Teacher Professional Standards: Induction, Professional Learning and Certification' in Beginning Teaching, Springer Netherlands, pp. 117-132.View/Download from: Publisher's site
Schuck, S, Aubusson, P, Buchanan, J & Russell, T 2012, 'Telling Tales Out of School: Sharing the Stories of Beginning Teachers' in Beginning Teaching, Springer Netherlands, pp. 1-12.View/Download from: Publisher's site
Schuck, S, Aubusson, P, Buchanan, J & Russell, T 2012, 'The Way We Do Things Around Here: School Culture and Socialisation' in Beginning Teaching, Springer Netherlands, pp. 39-53.View/Download from: Publisher's site
Vaughan, K, Aubusson, PJ & Edwards, H 2012, 'Maroon Primary School' in Burridge, N, Whalen, F & Vaughan, K (eds), Indigenous Education: A Learning Journey for Teachers, Schools and Communities, Sense Publishers, Rotterdam, The Netherlands, pp. 128-137.
Study of teacher professional learning in indigenous education through school-based action learning sets
Aubusson, PJ, Griffin, JM & Kearney, MD 2012, 'Learning beyond the classroom: Implications for school science' in Fraser, BJ, Tobin, K & McRobbie, CJ (eds), The second international handbook of science education, Springer, Dordrecht; London, pp. 1123-1134.
Young people learn outside school, beyond the classroom. Much of the science that they learn comes from relatively informal experiences. The ideas and thinking that derive from daily experiences, conversations, curiosity, watching and listening are difficult to trace. However, we are fortunate that there is a significant body of research that has investigated the learning experiences of children and adolescents in a variety of settings beyond the classroom. These are sometimes referred to as informal settings but many include a variety of activities ranging from relatively formal and structured to entirely informal and ad hoc. We believe that much can be learned from a consideration of the way children and adolescents operate in these settings and that the patterns of engagement that have been observed have deep, fundamental implications for learning in science classrooms. It is impossible here to consider all the various fields in which learning beyond the classroom occurs.
Burden, K, Schuck, SR & Aubusson, PJ 2011, 'Ethical professional mobile learning for teaching and nursing workplaces' in Pachler, N, Pimmer, C & Seipold, J (eds), Work-based mobile learning: concepts and cases., Peter Lang Publishing, Oxford, UK, pp. 277-303.
The ubiquity, accessibility and flexibility of mobile technologies suggests they will be valuable for professional learning, particularly in professions where most of the work does not occur at a set workstation. This chapter focuses on two such professions: teaching and nursing. But their use by these professions is not unproblematic (Aubusson, Schuck and Burden, 2009; Fisher, Higgins and Loveless, 2006; Wishart, 2009 ). While mobile activities are likely to contribute to these professionals' learning in the workplace, a tension arises regarding the ethical nature of such activities. This chapter explores the complexities and confusion faced by teachers and nurses in their use of work-based mobile learning. The chapter considers the ethical issues involved in the use of mobile technologies to capture, reflect upon and share moments of professional learning in these work-based contexts. It suggests a number of ethical principles which might provide a useful guide for professional practice for teaching and nursing and beyond.
Aubusson, PJ, Treagust, DF & Harrison, A 2009, 'Learning and teaching science with analogies and metaphors' in Ritchie, S (ed), The world of Science education Handbook of Research in Australasia, Sense Publishers, Rotterdam, pp. 199-216.
[n this chapter, we review Australasian research to outline the broad pathways this research has followed and to highlight s ignificant contributions the work has made to science education. We describe a series of studies from different research groups and highlight two seminal publications that are discussed later in finer detail. The first publication Metaphor and analogy in science education (Aubusson, Harrison & Ritchie, 2006a) provides a state of the art analysis of how metaphors and analogies are used in science classrooms; the majority of the authors are Australasian. The second publication Using analogies in middle and secondOlY science classrooms (Harrison & Coli, 2008) provides both a scholarly argument for using analogies in science teaching and also presents 50 concepts from biology, chemistry, physics and earth and space science that have been taught using a model for effective analogy teaching. The chapter concludes with an analysis identifying where gaps remain in our understanding of the role of analogy and metaphor in science education and suggests emerging fields for further study.
Griffin, JM & Aubusson, PJ 2007, 'Teaching and learning science and technology beyond the classroom' in Dawson, V & Venville, G (eds), The Art of Teaching Primary Science, Allen & Unwin, Crows Nest Australia, pp. 216-232.
Aubusson, PJ 2006, 'Can analogy help in science education research?' in Aubusson, PJ, Harrison, AG & Ritchie, SM (eds), Metaphor and Analogy in science Education, Springer, Dordrecht, The Netherlands, pp. 165-175.
Aubusson, PJ 2006, 'Columbus and crew: making analogical refection public' in Aubusson, P & Schuck, S (eds), Teacher Learning and Development: The Mirror Maze, Springer, Dordrecht The Netherlands, pp. 99-115.
Aubusson, PJ & Fogwill, SN 2006, 'Role play as analogical modelling in science' in Aubusson, PJ, Harrison, AG & Ritchie, SM (eds), Metaphor and Analogy in science Education, Springer, Dordrecht, The Netherlands, pp. 93-104.
Aubusson, PJ & Gregson, R 2006, 'Self-study,teacher-researcher,and action research: Three sides of a coin?' in Aubusson, P & Schuck, S (eds), Teacher Learning and Development: The Mirror Maze, Springer, Dordrecht, The Netherlands, pp. 195-208.
Aubusson, PJ, Harrison, A & Ritchie, S 2006, 'Metaphor & analogy: Serious thought in science education' in Aubusson, PJ, Harrison, AG & Ritchie, SM (eds), Metaphor and Analogy in science Education, Springer, Dordrecht, The Netherlands, pp. 1-9.
Aubusson, PJ, Watson, K, Steele, FA & Vozzo, L 2006, 'Teacher retraining - a desperate measure?' in Rienstra, G & Gonczi, A (eds), Entry to the teaching profession: Preparation, practice, pressure & professionalism, Australian College of Educators, Deakin West, Australia, pp. 64-76.
Ritchie, S, Aubusson, PJ & Harrison, A 2006, 'Metaphorically thinking' in Aubusson, PJ, Harrison, AG & Ritchie, SM (eds), Metaphor and Analogy in science Education, Springer, Dordrecht, The Netherlands, pp. 189-195.
Aubusson, PJ & Schuck, SR 2006, 'Research and learning from our practices' in Aubussin, P & Schuck, S (eds), Teacher Learning and Development: The Mirror Maze, Springer, Dordrecht, The Netherlands, pp. 1-12.
Aubusson, P 2005, 'Evolution from a Problem-Based to a Project-Based Secondary Teacher Education Program: Challenges, Dilemmas and Possibilities' in Self Study of Teaching and Teacher Education Practices, Springer Netherlands, pp. 37-55.View/Download from: Publisher's site
Aubusson, PJ 2005, 'Evolution from a problem-based to a project-based secondary teacher education program' in Hoban, G (ed), The missing links in teacher education design, Springer, Netherlands, pp. 37-56.
Schuck, SR, Aubusson, PJ, Kearney, MD & Burden, K 2010, 'Mobagogy - mobile learning for a higher education community', Mobile Learning 2010 Proceedings, International Association for Development of the Information Society International Conference, International Association for Development of the Information Society (IADIS), Porto, Portugal, pp. 69-76.
This paper reports on a project in which a learning community of higher educators was formed to investigate how best to use mobile technologies in their own learning and teaching. Activities of this group included investigating best practice approaches by interviewing experts in the field, exploring the literature on mobile learning and then initiating and testing some mobile learning pedagogies in the context of their own higher education subjects. The community met regularly to discuss emerging issues and applications. The paper shares some of the findings gained both from the expert interviews and from the experiences of members of the community, and discusses the challenges and constraints that were experienced. We conclude with recommendations for promoting mobile learning communities in higher education.
Aubusson, PJ, Schuck, SR & Burden, K 2009, 'Mobilising Collaborative Teacher Professional Learning', Mobile Learning 2009 Proceedings: IADIS International Conference, International Association for Development of the Information Society International Conference, IADIS: International Association for Development of the Information Society, Barcelona, pp. 351-354.
This paper reflects on the role of m-learning in teachers' professional learning. It argues that effective professional learning requires reflection and collaboration; and that m-learning is ideally suited to allow reflection-in-action and to capture the spontaneity of learning moments. The paper also argues for the value of collaborations between teachers and students in professional learning. It suggests that authentic artefacts and anecdotes, captured through mobile technologies, can enable the sharing, analysis and synthesis to improve classroom learning environments. Opportunities fro usercreated content are discussed as well as ethical issues that might arise through using mobile technologies in this way. Practical, school systemic, attitudinal and ethical factors may inhibit m-technology adoption; these factors need to be researched and addressed to realize the potential of teacher mobile professional learning.
Schuck, SR & Aubusson, PJ 2009, 'Reconceptualising schooling for a Web 2.0 generation', Readings in Technology and Education: Proceedings of ICICTE 2009, International Conference on Information Communication Technologies in Education, University of the Fraser Valley Press, Corfu Island, Greece, pp. 751-762.
This paper frames and theorises the nature of adolescents informal experiences in Web 2.0 environments to articulate their fit or misfit with current conceptions of school education. Adolescents are increasingly active Web 2.0 users. However, the traditional research and education communities have been slow to respond to the rapid emergence of the digital generational culture. Adolescents new ways of interacting and producing are likely to render current configurations of schooling obsolete and hence demand new conceptualisations of schooling. This paper discusses how these new visions might influence, disrupt and interact with future schooling scenarios.
Aubusson, PJ, Buchanan, JD, Schuck, SR & Russell, T 2008, 'Making sense of teaching through shared observation and conversation', The seventh international conference on self-study of teacher education practices. Pathways to change in teacher education: Dialogue, diversity and self-study, International Conference on Self-study of Teacher Education practices., Self-study of teacher education practices special interest group, Herstmonceux Castle, East Sussex, England, pp. 18-21.
Schuck, SR, Kearney, MD & Aubusson, PJ 2008, 'Education, opportunities and challenges for generation OurSpace: Taming the beast', Proceedings of Ed-Media 2008 world conference on educational multimedia, hypermedia and telecommunications, Educational Multimedia, Hypermedia & Telecommunications, Association for the advancement of computing in education (AACE), Vienna, Austria, pp. 5804-5811.
The paper discusses the opportunities and challenges presented for current notions of schooling by adolescent online cultures. Young people are increasingly active Web 2.0 users and their interactions through these technologies are altering their social identities, styles of learning, and exchanges with others around the world. The paper argues for the need for more research to investigate this phenomenon through the use of virtual ethnography and identifies the ethical challenges that lie therein. It raises questions for school education and presents an argument for the need to study the area in culturally sensitive ways that privilege adolescents voices.
Schuck, SR & Aubusson, PJ 2006, 'Sharing the Mirror Maze: self-study community formation', The Sixth International Conference on Self-Study of Teacher Education Practices, International Conference on Self-Study of Teacher Education Practices, University of Northern Iowa, East Sussex, UK, pp. 230-233.
Aubusson, PJ 2004, 'Reflecting on and with metaphor. Conference proceedings Fifth International Conference on self Study of Teacher Education Practices', Conference proceedings Fifth International Conference on Self Study of Teacher Education Practices, International Conference on Self Study of Teacher Education Practices Journeys of hope: risking self-study, University of Northern Iowa, East Sussex, UK, pp. 28-32.
Aubusson, P, Skamp, K, Burke, PF, Pressick-Kilborn, K, Ng, W, Palmer, T-A, Goodall, A & Ferguson, J Primary Connections 2019, Primary Connections: Linking science with literacy Stage 6 research evaluation final report, pp. 1-151, Sydney.
This report presents findings from the External Independent Evaluation and Research for Primary Connections Stage 6 (2014–2018) conducted by a research team from the University of Technology Sydney (UTS).
Burke, P, Schuck, SR, Aubusson, P, Ng, W, Pressick-Kilborn, K & Palmer, T-A 2017, Supporting the Effective Teaching of Primary Science and Technology: A discrete choice experiment approach, Australia.
Aubusson, P, Schuck, SR, Ng, W, Burke, P, Pressick-Kilborn, K & Palmer, T-A Association of Independent Schools New South Wales 2015, Quality Learning and Teaching in Primary Science and Technology Literature Review, no. 2nd Edition, Australia.
In its 2nd edition, the aim of this literature review is to address the broad research question: What characterises quality teaching and learning in primary science and technology? Effective teaching that engages students to learn successfully indicates quality.
This project was commissioned by the NSW Department of Education and Training. This four and a half year research project had the aims of tracking a cohort of final year (2005) preservice teacher education students through their post-graduation experience into 2006, 2007, 2008 and 2009, in order to understand more clearly the reasons why some early career teachers (ECTs) in NSW public schools choose to leave the profession, and why others choose to remain; and in order to develop strategies to increase the retention rate of effective teachers during their early years of teaching.
Schuck, SR, Aubusson, PJ, Kearney, MD, Frischknecht, BD & Burke, PF University of Technology, Sydney 2012, Choice at the pedagogy-technology interface: Interactive whiteboards for learning, pp. 1-123, Sydney.
Aubusson, PJ & Griffin, JM 2011, Science & Technology Teaching & Professional Learning Preferences, pp. 1-20.
Report on the professional learning preferences of NSW primary school teachers of science and technology. This qualitative study analyses the a survey of 173 primary school teacher. It highlights professional learning preferences and their relationships with personal and demographic variables. Data are used to outline an ideal scenario of teacher professional learning.
Burridge, N, Riordan, GP, Aubusson, PJ, Evans, C, Vaughan, K, Chodkiewicz, AK & Kenney, SM University of Technology, Sydney 2009, Evaluation Study of professional learning on teacher awareness of Aboriginal Cultural Knowledge and its impact on Teaching, pp. 1-109, Sydney, Australia.
Evaluation of quality teaching Indigenous programs in selected schools
Presentation at the Australasian Science Education (ASERA) Conference 2019.
Quality teaching and learning in primary science and technology is more likely to be effective when applied by a teacher
with sound pedagogical and content knowledge in this subject. Research highlights inquiry-based learning as an effective
pedagogical framework that underpins a number of useful teaching models and approaches explored here. Other
strategies and characteristics associated with quality science and technology teaching and learning are also discussed.