Professor Robyn Brandenburg

Position: Professor
Study area: Education
Location: Mt Helen Campus, T Building, Room T319
Phone: 5327 9716

Email: r.brandenburg@federation.edu.au

Deputy Chair Research Committee, Federation University

Stream Leader - Centre for Smart Analytics (CSA) Research Centre

Victorian Lead - Community for Associate Deans Research (cADRE)

Council member - Australian Association of University Professors (AAUP)

Qualifications

Doctor of Philosophy - Monash University - 2007

Master of Education - Deakin University - 1996

Bachelor of Education - Australian Catholic University - 1984

Diploma of Teaching (Primary) - Australian Catholic University - 1980

Learning and teaching philosophy

Robyn’s learning and teaching, and teaching research has been predominantly influenced by the seminal works of Dewey (1933) and Vygotsky (1978) and the reflective practice literature/s of Brookfield (1995), Korthagen, Kessels, Koster, Lagerwerf Wubbels (2001), Loughran (2002, 2006), Russell (1997, 2004) and Schön (1983). This research has provided her with a pedagogical knowledge base that has shaped both her practice and, as a consequence, students’ and colleagues’ learning. Robyn’s philosophy is that her personal experience, and her reflection on experience in socially constructed learning environments (Vygotsky, 1978) underpins knowledge construction and the systematic analysis of evidence-based teaching improves learning and teaching outcomes.

Teaching

Course(s)

• Bachelor of Education (P-6 / P-10)

Units

• Learning and Teaching Mathematics III (EDBED3106)
• Professional Policy, Practice and Responsibility (EDBED4004)

Biography

Professor Robyn Brandenburg is a teacher-educator researcher in the Institute of Education, Arts and Community, Federation University, Victoria. For the past 15 years she has taught Mathematics Education, Professional Policy, Practice and Responsibility and Professional Experience Courses in the Bachelor of Education. Student and teacher learning are at the core of her work. Using Self-Study methodology to research her teaching practice, she has published widely and is nationally and internationally renowned for her work in reflective practice and student feedback and evaluation. Robyn has published books about researching teaching including, Powerful Pedagogy (2008); Pedagogies for the Future (Edited, 2013); Teacher Education: Innovation, intervention and Impact (Edited, 2016) and Reflective Theory and Practice in Teacher Education (Edited, 2016, forthcoming). Robyn developed Roundtable Reflective Inquiry (RRI, 2004, 2008) – an innovative, reflective approach to learning about teaching based on a socially structured examination of experiences. This practice has been successfully used with teachers, school leaders and university staff. She has led education research projects and used both qualitative and quantitative methodologies.

Awards/distinctions

2020 Fulbright Scholar Award – Title: The Effectiveness of Teacher Education Programs Designed to Meet Graduating Teaching Performance Assessment Standards: A Comparative Mixed Methods Design (Australia and the United States, Montclair State University, New York).

2013 Office for Learning and Teaching (OLT) National Teaching Excellence Award

2011 University of Ballarat Vice Chancellor's Teaching Excellence Award

2010 ALTC National Citation Award for Outstanding Contributions to Student Learning (Roundtable Reflective Inquiry)

2010 Monash University Jeff Northfield Memorial Award for Excellence in Teacher Research

2009 University of Ballarat Vice-Chancellor's Citation for Outstanding Contribution to Student Learning

2008 American Educational Research Association (AERA) Division K Legacy Award (Doctoral Scholarship)

Service

2019–2021 President, Australian Teaching Education Association (ATEA).

Areas of research expertise and interest

• Learning and teaching in teacher education
• Reflective practice (teacher educators, pre-service teachers, in-service teachers, other professions)
• Learning and teaching mathematics (pre-service teachers, teachers, teacher educators)
• Using self-study as a methodology to examine and research teacher educators' practices
• Identifying, examining and challenging assumptions about learning and teaching
• Assessment and feedback as strategies to enhance learning and teaching
• Roundtable reflective inquiry (RRI) as a means of systematically examining practice
• Learning and teaching mathematics –students' conceptions of learning about teaching mathematics
• Visual representations of learning and teaching

Supervision

Supervision includes both PhD and Master of Education students. Thesis topics include:

• Learning and teaching in teacher education
• Leadership and change in education
• Emotions in teacher's work and change
• Transitions in learning

Current Research Projects

2020 – 2022 Brandenburg, R. & McDonough, S. “Examining teacher educator identities and values: A comparative study”.

2020-2021 Selkrig, M., Keamy, K., McDonough, S., Brandenburg, R. & Belton, A. “Seeing inside the field”: From those who work in teacher education.

2021 Fletcher, A., Brandenburg, R., Weerasinghe, D., Robertson, D., Ernst, H., McGraw, A. & Glowrey, C. “Exploring pre-service teachers’ descriptions of their practice through a ‘taught-practised-assessed’ framework”.

2020-2021 Brandenburg, R., Smith, J., Higgins, A. & Courvisanos, J. “Breaking out”: The genesis, development and implementation of an interdisciplinary university cross-school research group.

Publications

Books

Brandenburg, R., & McDonough, S. (Eds.). (2019). Ethics, self-study methodology and teacher education research. Springer Singapore.

Brandenburg, R., Glasswell, K., Jones, M., & Ryan, J. (Eds.) (2017). Reflective Theory and Practice in Teacher Education. Dordrecht: Springer Publishing.

Brandenburg, R., McDonough, S., Burke, J., & White, S. (Eds.) (2016). Teacher Education: Innovation, Intervention and Impact. Dordrecht: Springer Publishing.

Brandenburg, R., & Wilson, J., (Eds.) (2013). Pedagogies for the Future: Learning and Teaching in Higher Education. The Netherlands: SENSE.

Brandenburg, R. (2008). Powerful Pedagogy: Self-Study of a Teacher Educator's Practice. Dordrecht: Springer Publishing.

Clemans, A., Berry, A., Blaise, M., Brandenburg, R., Keast, S., Loughran, J., Parr, G., Riley P., Tudball, L., & Robb, D. (eds.) (2010). Willing to lead: Leading professional learning. Melbourne: DEECD.

Book chapters

Brandenburg, R. (2021). Behind the words: Insights from a self-study researcher, writer and editor. In J. Kitchen (Ed.), Writing as a method for the self-study of practice. Self-Study of Teaching Series, Vol. 23, Chapter 11, Springer Publishing. ISSN1875-3620

Moran, W., Brandenburg. R., & McDonough. S. (2019). Pedagogical confrontations as a lens for reflective practice in teacher education. In J. Mena, A. Garcia-Valcárcel, & F. J. Garcia-Peñalvo (Eds.), Teachers’ professional development in global contexts: Insights from teacher education (pp. 199–218). Brill Sense

Schuck, S., & Brandenburg, R. (2019). Self-study in mathematics teacher education. In J. Kitchen, A. Berry, S. M. Bullock, A. R. Crowe, M. Taylor, H. Guojonsdottir, & L. Thomas (Eds.), 2nd international handbook of self-study of teaching and teacher education practices. Springer Singapore. https://doi.org/10.1007/978-981-13-1710-1_29-1

Garbett, D., Brandenburg, R., Thomas, L., & Ovens, A. (2018). Shedding light on our assumptions: Four assumption hunters on a quest. In D. Garbett & A. Ovens (Eds.), Pushing boundaries and crossing borders: Self-study as a means for knowing pedagogy (pp. 441–448).

Brandenburg, R., & Jones, M. (2017). Toward transformative reflective practice in teacher education. In R. Brandenburg, K. Glasswell, M. Jones, & J. Ryan (Eds.), Reflective theory and practice in teacher education (pp. 259–274). Springer Singapore.

Brandenburg, R., & McDonough, S. (2017). Using critical incidents to reflect on teacher educator practice. In R. Brandenburg, K. Glasswell, M. Jones, & J. Ryan (Eds.), Reflective theory and practice in teacher education (223–236). Springer Singapore.

Brandenburg, R., McDonough, S., Burke, J., & White, S. (2016). Teacher Education research and the Policy reform Agenda. In R. Brandenburg, S. McDonough, J. Burke & S. White (Eds.), Teacher Education: Innovation, Intervention and Impact. Dordrecht: Springer Publishing.

Brandenburg, R., & Gervasoni, A. (2016). Images of teaching: Discourses within which pre-service teachers construct their professional identity as a teacher upon entry to Teacher education Courses. In R. Brandenburg, S. McDonough, J. Burke & S. White (Eds.), Teacher Education: Innovation, Intervention and Impact. Dordrecht: Springer Publishing.

Brandenburg, R., McDonough, S., & Moran, W. (2016). From pedagogical confrontations to pedagogical invitations: A self-study of teacher educators’ work. In D. Garbett & A. Ovens (Eds.), Teaching for Tomorrow Today. Auckland, NZ: EDIFY.

Brandenburg, R., & Sellings, P. (2015). Competence, Confidence and Attitudes as factors in Mathematics Learning and Teaching for Pre-service Teachers. In D. Garbett & A. Ovens (Eds.), Teaching for Tomorrow Today. Auckland, NZ: EDIFY.

Brandenburg, R. (2013). When their experience meets ours. In R. Brandenburg & J. Wilson (Eds.), Pedagogies for the Future: Quality Learning and Teaching in Higher Education. The Netherlands: SENSE.

Brandenburg, R. & Wilson, J. (2013). Pedagogies for the Future: Leading quality learning and teaching in higher education. In R. Brandenburg & J. Wilson (Eds.), Pedagogies for the Future: Quality Learning and Teaching in Higher Education. The Netherlands: SENSE.

Fagan, B., Brandenburg, R., & Crothers, L. (2013). An Aboriginal path to learning: My story. In R. Brandenburg & J. Wilson (Eds.), Pedagogies for the Future: Quality Learning and Teaching in Higher Education. The Netherlands: SENSE.

Gell, P., Brandenburg, R. (2013). Into the deep end – Experiential learning in the environmental sciences: A Conversation. In R. Brandenburg & J. Wilson (Eds.), Pedagogies for the Future: Quality Learning and Teaching in Higher Education. The Netherlands: SENSE.

Brandenburg, R. (2011). How students teach you to learn: Using roundtable reflective inquiry to enhance a mathematics teacher educator's teaching and Learning (pp. 77-92). In S. Shuck & P. Periera (Eds.), What counts in Teaching mathematics: Adding value to self and content. Dordrecht: Springer Publishing.

Brandenburg, R. (2009). Assumption Interrogation: An Insight into a Self-Study Researcher's Pedagogical Frame. In D. Tidwell, M. Heston & L. Fitzgerald (Eds.), Research Methods for the Self-study of Practice. Dordrecht: Springer Publishing.

Refereed journal articles

Larsen, E. & Brandenburg, R. (2022). Navigating the neo-academy: Experiences of liminality and identity construction among early career researchers at one Australian university. Australian Educational Researcher. DOI10.1007/s13384-022-00544-1 (Q1, Open Access, Springer Nature)

McGraw, A., Keamy, R. K., Kriewaldt, J., Brandenburg, R., Walker, R., & Crane, N. (2021). Collaboratively designing a national, mandated teaching performance assessment in a multi-university consortium: Leadership, dispositions and tensions. Australian Journal of Teacher Education, 46(5), 40-53. https://ro.ecu.edu.au/ajte/vol46/iss5/3

McDonough, S., Brandenburg, R. & Moran, W. (2022). A study of Teacher Educator’s Work: Complexity and Confrontation. The Educational Forum (Under Review).

Larsen, E. & Brandenburg, R. (2022). Navigating the neo-academy: Identity and transition of early career researchers. Australian Journal of Teacher Education. (Under Review).

Brandenburg, R., Smith, J., Higgins, A. & Courvisanos, J. (2022). “Breaking out”: The genesis, development and implementation of an interdisciplinary university Cross-School research Group. Australian Educational Researcher (Special Issue, accepted for publication).

Brandenburg, R., Fletcher, A., Goriss-Hunter, A., Holcombe, Van der Smee, C., Griffiths, K. A & Schneider, K. (2022). “More than marking and moderation: A Self-Study of Teacher Educator learning through engaging with Graduate Teaching Performance Assessment, Studying Teacher Education (Under Review)

Brandenburg, R., & Sharp. L. (2020). If you were the teacher, what would you do next? Reflective inquiry in primary mathematics teaching. The Australian Primary Mathematics Classroom, 25(3), pp. 6-11.

Brandenburg, R. (2020). Enacting a pedagogy of reflection in initial teacher education using critical incident identification and examination: a self-study of practice, Reflective Practice, 22:1,16-31, DOI: 10.1080/14623943.2020.1821626

Brandenburg, R. (2020). “I started letting the teachers in”: What factors contribute to successful educational outcomes for disengaged young adults? Pedagogy, Culture & Society. https://doi.org/10.1080/14681366.2020.1747107

Sellings, P., & Brandenburg, R. (forthcoming). Developing a multi-faceted data approach to enhance pre-service teacher learning in mathematics. Mathematics Education and Research Journal.

Brandenburg, R., & Gervasoni, A. (2012). Rattling the Cage: Moving beyond ethical standards to ethical praxis in self-study research. Studying Teacher Education, 8(2), 183-191.

McDonough, S., & Brandenburg, R. (2012). Examining Assumptions about Teacher Educator Identities by Self-Study of the Role of Mentor of Pre-Service Teachers. Studying Teacher Education, 8(2), Studying Teacher Education, 8(2), 169-182.

Brandenburg, R., & Davidson, C. (2011). Transcribing the unsaid: Finding silence in a self-study. Reflective Practice, 12(6), 695–707.

Sexton, M., Gervasoni, A., & Brandenburg, R. (2009). Using Concept Cartoons for Gaining Insight about Children's Calculation Strategies. Australian Primary Mathematics Classroom. 14(4), 24 – 28.

Gervasoni, A., Brandenburg, R., Turkenburg, K., & Hadden, T. (2009). Caught in the middle: tensions rise when teachers and students relinquish algorithms. In M. Tzekaki, M. Kaldrimidou & H. Sakonidis (Eds.), Proceedings of the 33rd annual conference of the International Group for the Psychology of Mathematics Education, Volume 3, 57–64, Thessaloniki, Greece: PME.

Brandenburg, R. (2004). Roundtable reflections: (Re) defining the role of the teacher educator and the pre-service teacher as co-learners. Australian Journal of Education, 48(2), 66-181.

Refereed conference proceedings

Brandenburg, R., Fletcher, A., Goriss-Hunter, A., Holcombe, W., Van der Smee, C., Schneider, K., & Griffiths, K. (2021). More than marking and moderation: A Self-Study of Teacher Educator learning through engaging with Graduate Teacher Performance Assessment. Strong Foundations, Future Innovations, Australian Teacher Education Association (ATEA), Queensland University of Technology (QUT), Brisbane, https://atea.edu.au/2021-atea-conference/ https://atea.edu.au/2021-atea-conference/

Burke, J., Brandenburg, R., Gorris-Hunter, A & Glowery, C. & Plunkett, M. (2021). Where do I see myself in 20 years? The career aspirations of beginning teachers from a regional university? Strong Foundations, Future Innovations, Australian Teacher Education Association (ATEA), Queensland University of Technology (QUT), Brisbane, https://atea.edu.au/2021-atea-conference/ https://atea.edu.au/2021-atea-conference/

McGraw, A., Keamy, K., Brandenburg, R., Kriewaldt, J., Walker, R. & Crane, N. (2021, November 30). Perspectives on designing a national, mandated assessment instrument in a cross-university collaboration: Considering some of the social costs and benefits. Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne [online].

Selkrig, M., Keamy, K., McDonough, S., Brandenburg, R. & Belton, A. (2021, November 30). Continuing the conversations as we re-image-ine work in the field of teacher education. Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne [online].

Kriewaldt, J., Crane, N., McGraw, A., Keamy, R.K., Brandenburg, R. & Walker, R. (2021, September 8). Partnering to build a teaching performance assessment: Perspectives on designing a national, mandated assessment instrument in a cross-university collaboration. Annual Conference of the European Educational Research Association, Geneva [Online conference].

McDonough, S., Selkrig, M., Keamy, K., Brandenburg, R., & Belton, A. (2021, July 7). Arts-informed research online: Working with digital data to see inside the field of teacher education Annual Conference of the Australian Association for Teacher Education [Online conference].

Brandenburg, R., & Sellings, P. (2015). Mathematics Intervention to assist and support pre-service teacher’s capabilities, attitudes and understanding about mathematics content and pedagogy. In proceedings and presented at The Tenth International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England.

Brandenburg, R., & Gervasoni, A. (2014). Analysis as Data for Self-Study Research. In proceedings and presented at The Tenth International Conference on Self-Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England.

Ryan, J., Jones, M., McLean, K., Glasswell, K., Brandenburg, R. (2013). Australian Association for Research in Education (AARE), Research Symposium: The power of reflection in teacher education: fostering effective pedagogies across contexts.

Brandenburg, R., Gervasoni, A., Greene, W., Kim, Y., Korthagen, F., & Mills, G. (2012). Three Ethical Dilemmas in Self-Study Research: Ambiguities of Confidentiality. In proceedings at The Eighth International Conference on Self- Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England.

McDonough, S., & Brandenburg, R. (2012). Experiences of Tunnel vision: Learning about teacher educator identities through studying mentor roles. In proceedings at The Eighth International Conference on Self- Study of Teacher Education Practices, Herstmonceux Castle, East Sussex, England

Brandenburg, R., & Gervasoni, A. (2010). Paper presented at The Seventh International Conference on Self-Study of Teacher Education Practices: Pathways to Change in Teacher Education: Dialogue, Diversity and Self-Study, Herstmonceux Castle, East Sussex, England.

Gervasoni, A., Brandenburg, R., Turkenburg, K., & Hadden, T. (2009). Caught in the middle: tensions rise when teachers and students relinquish algorithms. In M. Tzekaki, M. Kaldrimidou & H. Sakonidis (Eds.), Proceedings of the 33rd annual conference of the International Group for the Psychology of Mathematics Education, Volume 3, 57–64, Thessaloniki, Greece: PME.

Brandenburg, R., Berry, A., & Senese, J. (2008). Axioms, assumptions and tensions: Unveiling knowledge developed through self-study. Research paper presented and published in proceedings of The Seventh International Conference on Self-Study of Teacher Education Practices: Pathways to Change in Teacher Education: Dialogue, Diversity and Self-Study, Herstmonceux Castle, East Sussex, England.

Brandenburg, R. (2006). Understanding the unsaid: deconstructing silence and reconstructing self. Paper presented and published in proceedings of The Sixth International Conference on Self-Study of Teacher Education Practices: Community and Collaboration: Pushing boundaries through Self-Study, Herstmonceux Castle, East Sussex, England.

Brandenburg, R. (2004). Reflective practice as a means of identifying and challenging assumptions about learning and teaching: A self-study. Paper presented and published in proceedings of The Fifth International Conference on Self-Study of Teacher Education Practices: Journeys of hope: Risking self-study in a diverse world, Herstmonceux Castle, East Sussex, England.

Brandenburg, R. (2003). Self-study in the tertiary environment: restructure, reconnection, reflection and re-visioning. Paper presented at the International Study Association of Teachers on Teaching Conference, Leiden, The Netherlands.

Ryan, J., & Brandenburg, R. (2002). Refuelling the practicum: From 'neophytes' and 'experts' to collaborative, reflective relationships. Refereed paper presented/published in proceedings at the Australian Association of Research in Education Conference, Brisbane.

Brandenburg, R., & Ryan, J. (2002). ‘From too little too late' to' This is the best part': Students' perceptions of changes to the practicum placement in teaching. In P. Jeffrey (Ed), proceedings of the Australian Association of Research in Education International Education research Conference, Fremantle, Melbourne: Australian Association of Research in Education.

Research presentations

Brandenburg, R., & Gervasoni, A. (2016). Images of Teaching: Discourses within which pre-service teachers construct their professional identity as a teacher upon entry to teacher education courses’. Presented at the Australian Teacher Education Association Conference (ATEA, July).

Sellings, P., & Brandenburg, R. (2016). Data Praxis: Developing a multi-faceted data approach to enhance pre-service teacher learning in mathematics. Presented at the Australian Teacher Education Association Conference (ATEA, July).

Brandenburg, R., McDonough, S., & Moran, W. (2016). From pedagogical confrontations to pedagogical invitations: A self-study of teacher educators’ work. Presented at The 11th International Conference on Self-Study of Teacher Education Practices: Enacting self-study as methodology for professional inquiry, Herstmonceux, Sussex, England.

Brandenburg, R. (Invited, 2016). ‘Shaking up Higher Education’, Office for Learning and Teaching Conference, Melbourne, Victoria.

Brandenburg, R. (Invited, 2015). Masterclass – Learning and Teaching In Higher Education, University of the Sunshine Coast.

Brandenburg, R., & McDonough, S. (2015). Using self-study of teaching to research teaching practice and improve learning. Research presentation at the Australian Teacher Education Association International Conference, Darwin.

Brandenburg, R. (Invited 2015). Academic Induction program (Federation University). Succeeding in Teaching: Planning and Feedback

Brandenburg, R. (2015). Graduate Certificate Tertiary Teaching, Federation University, Focus on the Learner: Using feedback to enhance learning outcomes, engagement and motivation

Brandenburg, R. (Invited 2014). Reflective Practice in the Workplace. Grampians Health HACC Best Practice Forum.

Brandenburg, R., & Chew, B. (2014). About the Book: Author, Co-editor and Contributor perspectives. Open Dialogue Conference, Federation University Australia.

Cooper, M., McDonough, S., Brandenburg, R., McGraw, A., & Albon, N. (2014). Building professional capital in teacher education programs at a new regional university. Australian Teacher Education Association Conference (ATEA).

Brandenburg, R. (2009). American Educational Research Association Conference, Disciplined Inquiry: Education research in the Circle of Knowledge, symposium presenter: A Socio-cultural Perspective on the Outgrowth and Development of the Self- Study School, (Discussant: Ken Zeichner), San Diego.

Brandenburg, R. (2007). Responsibility as a teacher Educator: Discovering what can be known and acting on the discovery. Refereed paper presented at the American Educational Research Association Conference, Chicago.

Brandenburg, R. (2006). Challenging our assumptions as teacher educators. Australian Teacher Education Association (ATEA) Conference, Fremantle.

Brandenburg, R. (2005). Developing teacher Educator knowing through (re) examining critical interactions in learning: A Self-Study. Refereed paper presented at The American Research Association Conference, Montreal, Canada.

Brandenburg, R. (2005). Self-Study as a means of understanding and embracing the complexities of (re)learning as a teacher educator. Refereed paper presented at the International Study Association of Teachers and Teaching Conference: Challenges for the profession: Perspectives and Directions for Teachers, Teaching and Teacher education, Sydney, Australia.

Seminar presentations

Brandenburg, R., & Gervasoni, A. (2012). Self-study Research Methodology. St Patrick's College, Dublin, Ireland.

Brandenburg, R. (2012). Practice what you preach to powerful pedagogy: A Researcher's journey. Early Career Researcher Program, University of Ballarat.

Brandenburg, R & McDonough, S (2012) Australian Teacher Educator Association National Conference (ATEA)

Brandenburg, R. (2011). Feedback on Feedback. University of Ballarat - Graduate Certificate of Education Program.

Gervasoni, A., & Brandenburg, R. (2010). Ethical Praxis. University of Kassel, Germany.

Brandenburg, R. & Gervasoni, A. (2010). BERRN Research Day Ethical Praxis. Australian Catholic University.

Researching Learning and Teaching in Tertiary Education using Self-Study as a Methodology (2009), University of Ballarat.

Gervasoni, A., & Brandenburg, R. (2009). Australian Catholic University Ballarat Campus Cross Faculty Research Seminar: Out with Algorithms, in with Empty Number Lines.

Graduate Certificate of Teaching (CLIPP) - Session Presenter

University of Ballarat Early Career Researcher Program - Session Presenter

Brandenburg, R., & Gibbs, P. (2009). UB Culture: Managing your Transition to Teaching and Learning. Institute for Professional and Organisational Learning (IPOL): Transition Program for Newly appointed Staff.

Brandenburg, R. (2008). Powerful Pedagogy in Teacher Education. University of Ballarat, School of Education Conference/Research Seminar

Brandenburg, R. (2008). Powerful Pedagogy: Rigour in Self-Study. Victoria University, Studying Teacher Education Forum.

Webinar

Brandenburg, R. (2021, January 21). Self-study in mathematics teacher education. In A. Crowe (Producer), Self-study across subject disciplines: A webinar event   STEP AERA SIG. https://www.youtube.com/watch?v=y77Zcxq96vk

Blog post

Selkrig, M., Keamy, K., McDonough, S., Belton, A., & Brandenburg, R. (June 2, 2021). Are teacher educators really doing a bad job? EduResearch Matters. https://www.aare.edu.au/blog/?p=9569

Professional associations

• Mathematics Association of Victoria, (MAV)
• Australian Association of Mathematics Teachers (AAMT)
• Australian Association of Research in Education, (AARE);
• Australian Teacher Education Association, (ATEA)
• International Study Association of Teachers on Teaching, (ISATT)
• Self-Study of Teacher Education Practices (S-STEP)
• American Educational Research Association, (AERA)

Robyn is an active member of the Self-Study of Teacher Education Practices (S-STEP) research community and an international advisor for the Journal, Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices. She also review articles and proposals for AERA, ISATT, ATEA and the international Journals, Reflective Practice and Journal of International Leadership.