We look forward to welcoming you to the August discussion on Monday, 10th August, 4.30pm-6pm. Join the online discussion here.
Discussion 1: Who Gets to Be a ‘Good’ Maths Teacher? Exploring how Pre-Service Mathematics Teachers Navigate Competing Expectations in Relation to Mathematics Pedagogy – Blake Seglar, School of Education, Curtin University
The proposed research aims to explore how Australian pre-service mathematics teachers navigate the competing expectations of university-based initial teacher education and school-based practicum in relation to mathematics pedagogy. The state of mathematics education in Australia is often reported to be in crisis, leading to contention surrounding the legitimacy of pedagogical approaches used in the teaching of mathematics. Such assertions presuppose the purposes of mathematics education and, in doing so, narrowly define the outcomes valued within the education system. This research utilises a qualitative interpretivist methodology, informed by Bourdieu’s theory of practice, and his key concepts of fields, capital, and habitus. The research will explore how pre-service teachers (PSTs) traverse university-based initial teacher education and school-based practicum contexts. The study will examine how these contexts are characterised by distinct, often competing expectations and pressures that enable or limit certain pedagogical approaches. Through triangulation of semi-structured interviews and document analysis, this research aims to examine the inherent assumptions of these contexts and the forms of capital valued within them. The study will explore how this leads to a selective legitimisation of pedagogical approaches, and the impact on the navigation of initial teacher education by PSTs when they experience a misalignment between their own dispositions and the pedagogies that are legitimised within the university-based initial teacher education and/or school-based practicum contexts. In doing so, it brings to light the mechanisms through which pedagogical practices are shaped across initial teacher education, providing a greater understanding of the drivers and limitations of pedagogical reform, with notable significance for the current reform measures associated with the ‘Strong Beginnings’ report. Moreover, it identifies who benefits from or is disadvantaged by such a system, with implications for teacher retention, teacher diversity, and the social accessibility and mobility afforded by the Australian education system.
Discussion 2: Science learning in everyday family life: Developing a motive orientation in science for preschool children – Judith Gomes, School of Education, Deakin University
What do families think is science for preschool children? Do parents believe children learn science in everyday life? What are parent’s beliefs about the relations between play and science learning? Drawing upon cultural-historical concepts of everyday and scientific concepts (Vygotsky, 1987) and motive orientation (Hedegaard, 2002)this one-child case study examines a parent’s understandings on science learning possibilities in everyday life and the family home conditions for the preschool child’s development of a motive orientation in science. This study is part of a larger study exploring science learning possibilities in preschool children’s home and preschool environments. The larger study gathered data at home and preschool for two focus children including their parents and teachers. This paper presents video data from home visits with Alisha (age4), field notes and parent interview and questionnaire responses. The findings suggest that parents can use everyday moments to act as a stimulating motive (Hedegaard, 2002) and contribute towards a motive orientation for children’s scientific concept formation. The study broadens our understanding of early years science learning and the process of concept formation in everyday informal family home context.
Bio
Judith is a Lecturer in Early Childhood Education at the School of Education, Faculty of Arts and Education at Deakin University. Early in her career Judith worked as a preschool teacher in Australia and worked in education programmes in Bangladesh, Norway and South Africa. Judith is interested in researching children’s scientific conceptual development in everyday context informing new pedagogical strategies in early childhood education context. Her areas of expertise include science education/STEM, play pedagogy and teacher education. Her work has been published in reputed journals and as book chapters and presented in international conferences. Judith is dedicated to generating new research ideas to strengthen pedagogical innovations in early childhood education.
Posted Aug 10, 2026
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