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Dr. Sharon McDonough

Associate Professor, Teacher Education

Initial Teacher Education



Mt Helen Campus, Online


Dr Sharon McDonough is a researcher in initial teacher education and ongoing teacher development with advanced disciplinary knowledge of sociocultural theories of teacher emotion, resilience and wellbeing. Dr McDonough brings these to explore how best to prepare and support teachers for entry into the profession, how to support the professional learning of teachers and teacher educators across their careers, and how to support wellbeing in learning communities.

Sharon’s research expertise lies in methods of phenomenology and self-study; however, she also draws from mixed-methods approaches in her work. She has expertise in writing and editing as evidenced through her publication of multiple edited books and journal articles and through her invited seminars on writing for publication. She is co-author of the recent text Building and Sustaining a Teaching Career: Strategies for professional experience, wellbeing and mindful practice (Cambridge, 2020).

Field of Research

  • Teacher and student wellbeing
  • Teacher education and professional development of
  • Continuing and community education

A Study of Teacher Educators’ Work: Complexity and Confrontation

Creative research methods in a digital world: Problem-solving and collaboration in research

  • Book Chapters

Fabric: The Map of Our Lives

“I Feel Like Nothing Else Will Ever Be This Hard”: The Dimensions of Teacher Resilience during the COVID-19 Pandemic

A comparative study investigating the enablers and barriers facing teacher educators in a regional university: Snapshots from 2013 and 2020

A gendered therapeutic learning landscape: Responding creatively to a pandemic

  • Journals

CREATING CARE-FULL COMMUNITIES AFTER COVID: Supporting Care as a Strategy for Wellbeing in Teacher Education

Daring Not to Lead: A Poetic self-study Examining the Tensions of Teacher Educator Identity

Making mindful moments: Made artefacts as a form of data visualisation to monitor and respond to self-care and wellbeing

Stepping into a shared vulnerability: Creating and promoting a space for self-care and wellbeing in higher education

‘Stretched very thin’: the impact of COVID-19 on teachers’ work lives and well-being

Ties That Bind or Exclude? Knitting and Craft Groups as Contested Spaces of Inclusion and Exclusion

If Not Now, Then When? Wellbeing and Wholeheartedness in Education

The COVID-19 pandemic, natural disasters, and political and social movements have required each...

Building and Sustaining a Teaching Career; Strategies for Professional Experience, Wellbeing and Mindful Practice

Professional experience in initial teacher education programs can be both a challenging and...

  • Book

Endings and Beginnings: Reflections on Crafting and Mothering

Front Matter: Part I: Foundations: It bends, but does not break

  • Book Chapters

Front Matter: Part III: Future Directions: Time and transformation

  • Book Chapters

Front matter: Part II, Implementation and applications: Tether Lines

  • Book Chapters

Navigating Changing Times: Exploring Teacher Educator Experiences of Resilience

Thinking Dispositions for Teaching: Enabling and Supporting Resilience in Context

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

The “Wicked Problem” of Ethics in Self-Study Research: Dominant, Silent and Marginalised Discourses

Thinking dispositions as a resource for resilience in the gritty reality of learning to teach

While there is agreement that dispositions and resilience enable teachers to negotiate the...

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...

A Glitch in the Machine or a Glimmer of What Could Be? Mindfulness as Resistance in Higher Education

The work of academics in higher education institutions is widely recognised as having intensified...

Building resilience in times of uncertainty and complexity: Teacher educator perceptions of pre-service teacher resilience

An emphasis on teacher quality in Australia has resulted in many changes in teacher education...

Inside the mentors' experience: Using poetic representation to examine the tensions of mentoring pre-service teachers

The supervision and mentoring of pre-service teachers during professional experience is complex...

Mindfully Living and Working in the Academy: Continuing the Conversation

As scholars and administrators in higher education institutions begin to implement mindfulness...

Mindfulness in the academy: An examination of mindfulness perspectives

In a complex and demanding higher education, environment wellness for scholars is an ethical...

Mindfulness in the Academy: Practices and Perspectives from Scholars

This book focuses on the way academics understand, embrace and enact the concepts of mindfulness...

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...

Self-care for academics: a poetic invitation to reflect and resist

In newspapers and blogs, on Twitter, and in academic papers, stories of struggling academics...

Teaching and learning in the museum space: Developing a model for transformational partnerships in teacher education

Museums offer valuable opportunities for school students to learn about the Humanities and Social...

  • Journals

Developing international partnerships for teacher education through digital platforms: possibilities for transformational partnership

As a vital element of continuing teacher professional learning, the development of international...

  • Journals

'Struck by the Way Our Bodies Conveyed So Much': A Collaborative Self-Study of our Developing Understanding of Embodied Pedagogies

Embodied pedagogies offer methodological and pedagogical possibilities for exploring and...

Taking a Return to School: Using Self-Study to Learn about Teacher Educator Practice Regresando a la escuela: El uso del self-study para aprender sobre la práctica de la formación de profesores

The work of teacher educators is complex and multifaceted and requires knowledge of pedagogy and...

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...

Writing Groups in the Digital Age: A case study analysis of Shut Up & Write Tuesdays

Social media writing groups are an emerging phenomenon in the academic world. Combining the...

Activating teaching dispositions in carefully constructed contexts: Examining the impact of classroom intensives

The current policy stance in Australia which seeks to produce ‘classroom ready’ teachers...

All brain and still no body: Moving towards a pedagogy of embodiment in teacher education

We are four teacher educators who are interested in the role of emotions and embodiment in...

  • Book Chapters

From pedagogical confrontations to pedagogical invitations: A Self-study of Teacher Educator Practice

For teacher educators, ethical dilemmas, tensions and ‘pedagogical confrontations’...

  • Book Chapters

Playing, moving and shifting: Finding your academic voice.

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...

Using ethical mapping for exploring two professional dilemmas in initial teacher education

Professional experience placements are recognised as a critical element in initial teacher...

Embodied approaches to S-STEP research into teacher education emotion.

  • Conference Proceedings

Rewriting the Script of Mentoring Pre-Service Teachers in Third Space: Exploring Tensions of Loyalty, Obligation and Advocacy

Supporting pre-service teachers as they develop their understandings of teaching, learning and...

Editorial: Learning the business of teacher education research: Editorial work as capacity building

Learning to think like a teacher educator : Pedagogy , practice and performance

The rapid pace of change and reform in education requires teachers to be both the subjects and...

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

  • Conference Proceedings