Papers by Robyn Brandenburg
Australian educational researcher, Mar 11, 2024
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Australian Journal of Teacher Education
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The Educational Forum
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Sense, 2013
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Self-Study of Teaching and Teacher Education Practices, 2019
While Nash (2004) was writing about the ethics of scholarly personal narrative (SPN), his argumen... more While Nash (2004) was writing about the ethics of scholarly personal narrative (SPN), his argument that ethics is lived “mostly backward, not forward” (p. 135) highlights the inherent challenges when considering issues of ethics in self-study research. While we might seek to identify ethical tensions, issues and dilemmas in advance, as we see from the contributions in this volume, the consideration of ethics is a dynamic, emergent and reflective process. In this chapter, we frame ethics in self-study research as a “wicked problem” (Rittel & Webber, 1973), and we draw on the international perspectives in this book to present a thematic analysis of the contributions within the volume. In doing so, we identify the concepts and discourses associated with ethics in self-study that are dominant, present those that are silent or marginalised and offer suggestions for future research.
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Studying Teacher Education
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Frontiers in Education, Jan 18, 2023
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The Australian Educational Researcher
This article examines the genesis, development and implementation of an interdisciplinary univers... more This article examines the genesis, development and implementation of an interdisciplinary university cross-school research group (three individual schools) at Federation University in Australia. This CSRG is a consequence of both local and national calls for interdisciplinarity in university research and a direct response to the revised Strategic Goals and Policy document at Federation University. Using a conceptual framework based on a treatise by Jürgen Habermas (The theory of communicative action, Beacon Press, 1987) incorporating three socio-political levels (Lifeworld, Steering Media and Systems), we examined the ideals, processes and challenges in setting up an interdisciplinary research group within a traditional disciplinary-based university environment. Drawing on multiple data sets composed of member survey responses and interviews, email communication, online meetings, policy documents and co-leader feedback, we identified key resonant themes focussing on academic aspirat...
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The Australian Educational Researcher
Across the world, many university-based early career researchers (ECRs) are experiencing an unpre... more Across the world, many university-based early career researchers (ECRs) are experiencing an unprecedented intensification of research expectations on transition from doctoral research to academic life. Countries such as Australia have put into place national frameworks of research excellence to remain globally competitive. Pressure on universities to elevate global research rankings has soared, with many regional universities and disciplines such as education responding with a rapid escalation of research performance expectations for academics. Consequently, concerns have been raised for ECRs embroiled in intensified research agendas in these contexts. Framed by concepts of liminality and identity construction, we argue that intensified expectations do not take account of liminality experienced by ECRs during times of transition, compromising perceived academic progress. We report on the identity journeys of ECRs in a School of Education at one regional Australian university. Data w...
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Australian primary mathematics classroom, 2020
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Powerful Pedagogy, 2008
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Powerful Pedagogy, 2008
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Australian Journal of Teacher Education, 2021
It is a requirement for pre-service students in Initial Teacher Education programs in Australia t... more It is a requirement for pre-service students in Initial Teacher Education programs in Australia to successfully complete a teaching performance assessment (TPA) before they graduate. This follows similar requirements in other international contexts, particularly the United States, where standard-based assessment is also a focus. As members of the design team of a TPA, which was affirmed by a nationally appointed Expert Advisory Group in Australia, we examine the social processes contributing to the development of a high-stakes assessment task. Significant challenges emerged through the nature of the task and the responsibility developers had for ensuring validity and fairness, but also because the design team comprised of teacher educators from ten universities. Using collaborative self-study as a methodology we examine our reflexive narratives and find that collaborative leadership and key personal dispositions are at the heart of the design process. These enable us to identify, ex...
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Powerful Pedagogy, 2008
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Powerful Pedagogy, 2008
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Powerful Pedagogy, 2008
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Proceedings of the Australian Association of Research in Education International Education Research Conference, Fremantle, December, 2001
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This research poster introduces our research into the field of teacher education looking at visua... more This research poster introduces our research into the field of teacher education looking at visual and textual responses from Art Educators on the field of teacher education.
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Papers by Robyn Brandenburg
Call closes on 15 August, 2021