Professor Robyn Brandenburg
Professor
Associate Professor Robyn Brandenburg is an Associate Professor at Federation University Australia and the immediate past president of the Australian Teacher Education Association. Dr Brandenburg’s research interests include learning and teaching in teacher education, mathematics education and feedback, and reflective practice to enhance learning and teaching outcomes.
Robyn is recognised for outstanding contributions to teacher education and has recently received a prestigious Fulbright Scholar Award recognising her international research excellence, leadership and diplomacy. She has led key projects focusing on mathematics education, disadvantaged youth in regional and rural communities, graduate transition to teaching, and teaching performance assessment policy, practice and research.
Robyn is internationally recognised for her leadership in pedagogy and the roles of feedback to achieve excellent educational outcomes and impact. She regularly contributes to local and national leadership teams and organisational systems, bringing colleagues together to achieve excellent joint research and scholarship outcomes.
A Study of Teacher Educators’ Work: Complexity and Confrontation
Experienced teacher educators hunting assumptions to examine their pedagogy: An international collaborative study
‘More than Marking and Moderation’: A Self-Study of Teacher Educator Learning through Engaging with Graduate Teaching Performance Assessment
Navigating the neo-academy: Experiences of liminality and identity construction among early career researchers at one Australian regional university
A comparative study investigating the enablers and barriers facing teacher educators in a regional university: Snapshots from 2013 and 2020
The genesis, development and implementation of an interdisciplinary university Cross-School Research Group
Collaboratively designing a national, mandated teaching performance assessment in a multi-university consortium: Leadership, dispositions and tensions
Enacting a pedagogy of reflection in initial teacher education using critical incident identification and examination: a self-study of practice
This article examines what it means for a teacher educator to enact a pedagogy of reflective...
I started letting the teachers in’: what factors contribute to successful educational outcomes for disengaged young adults?
This paper identifies and examines the narratives of the lived experience of young adults who had...
Ethics, Self-Study Research Methodology and Teacher Education
This book examines the nuanced and situated experiences of self-study researchers. It explores...
Ethics, Self-Study Research Methodology and Teacher Education
Self- Study in Mathematics teacher education
Self-study of teacher education practices is aimed at improvement of teacher education. Given the...
The “Wicked Problem” of Ethics in Self-Study Research: Dominant, Silent and Marginalised Discourses
Who owns this data? using dialogic reflection to examine an ethically important moment
There has been growing use of reflective practice as a means for examining ethically important...
Data Praxis: Teacher educators using data to inform and enhance pre-service teacher mathematics.
This paper explores how data can shape and enhance mathematics learning and teaching in an...
Pedagogical Confrontations as a Lens for Reflective Practice in Teacher Education
Being a teacher educator is a complex endeavour and it is through systematic, and evidence-based...
Shedding Light on our Assumptions
We are an international collaborative of self-study researchers who have begun work together to...
Shedding light on our practices: Four assumption hunters on a quest
Reflective Theory and Practice in Teacher Education.
This book offers a detailed examination of reflective practice in teacher education. In the...
Toward Transformative Reflective Practice in Teacher Education
This chapter advances the contention raised throughout the book, that reflective practice,...
Using critical incidents to reflect on Teacher Educator Practice
The purpose of this chapter is twofold – first, to examine the ways in which critical incident...
From pedagogical confrontations to pedagogical invitations: A Self-study of Teacher Educator Practice
For teacher educators, ethical dilemmas, tensions and ‘pedagogical confrontations’...
Images of teaching: Discourses within which pre-service teachers construct their professional identity as a teacher upon entry to teacher education courses
Teacher Education: Innovation, Intervention and Impact
Teacher education research and the policy reform agenda
Research into teacher education is an Australian government high priority and teacher educators...
Competence, Confidence and Attitudes as factors in Mathematics Learning and Teaching for Pre-service Teachers
Tandem research: Analysis as data for self-study research
An Aboriginal Pathway to Learning: My Story
Bonnie Fagan is Manager of the Aboriginal Education Program at University of Ballarat. Although a...
Environmental science and experiential learning : A conversation
Peter Gell is Professor of Environmental Science and Associate Dean (Research) in the School of...
Pedagogies for the future
Pedagogies for the Future: Leading Quality Learning and Teaching in Higher Education
Pedagogies for the Future illustrates a unique and exciting endeavor whereby a group of academics...
When their experience meets ours : Learning about teaching through reflection and student voice
To fully understand the impact of learning and teaching within the current university context, we...
Examining Assumptions About Teacher Educator Identities by Self-study of the Role of Mentor of Pre-service Teachers
Experiences Of Tunnel Vision: Learning About Teacher Educator Identities Through Studying Mentor Roles
Rattling the Cage: Moving beyond ethical standards to ethical praxis in self-study research
The ethical practice underpinning self-study research has been addressed extensively in the...
Three Ethical Dilemmas in Self-Study Research: Ambiguities of Confidentiality
How Students Teach You to Learn: Using Roundtable Reflective Inquiry to Enhance a Mathematics Teacher Educator's Teaching and Learning
Transcribing the unsaid: finding silence in a self-study
Self-study is an emerging methodology in researching teacher education, and central to the...
Engaging with ethical praxis: A study of ethical issues arising from self-study research
Assumption Interrogation: An Insight into a Self-Study Researcher's Pedagogical Frame
Caught in the middle: tensions rise when teachers and students relinquish algorithms
Using a Concept Cartoon to Gain Insight Into Children's Calculation Strategies
Pathways to Change in Teacher Education: Dialogue, Diversity and Self-Study
Powerful Pedagogy
Understanding the unsaid: Deconstructing silence and reconstructing self
Self-study as a means of understanding and embracing the complexities of (re)learning as a teacher educator
Reflective practice as a means of identifying and challenging assumptions about learning and teaching: A self-study.
Roundtable reflections: (Re)defining the role of the teacher educator and the pre-service teacher as 'co-learners'
This paper is an account of one aspect of a self-study - the 'roundtable reflections' - conducted...
Passions in the field: Initial student responses to a field placement initiative