The June discussion was held on 19th June, 1pm-2.30pm. The abstracts and presenter bios of the discussions are outlined below.
Discussion 1: Opening up interdisciplinarity in STEM: The good, the bad, and the interesting – Peta J. White, Russell Tytler and Reece Walters
Interdisciplinarity in STEM has a decades long history, and currently advocacy includes a design focus, and situating STEM in societal contexts. Multiple Anthropocene crises, particularly climate change, biodiversity loss, and the rise of misinformation, have increased the urgency of curriculum reform. The Centre for Regenerating Futures (CRF) at Deakin has climate change and interdisciplinarity as major foci. It weaves four strands with one of them being the Socio-ecological Nexus, with a critical perspective on science-society relations. Co-strand leader Prof. Reece Walters joins Peta White and Russell Tytler to explore the opportunities that the strand presents to researchers in the CRF and the academic community we serve. Reece currently leads an ARC in Water Theft in the Murray Darling and is an environmental criminologist. The session will focus on the question – how can STEM education contribute to advancing a just, civil society?
Peta J. White is an Associate Professor in science and environmental education at Deakin University. She educated in classrooms, coordinated programs, supported curriculum reform, and prepared teachers in several jurisdictions across Canada and Australia. Her PhD explored learning to live sustainably as a platform to educate future teachers. Peta continues her commitment to initial teacher education leading courses, units, and programs and in-service teacher education through research-informed professional learning programs. Peta Co-directs the Centre for Regenerating Futures – a Faculty Centre that explores Anthropocene challenges and decolonising practices while building researcher capacity. Peta’s current research follows three narratives: science and biology education; sustainability, environmental, and climate change education; and collaborative/activist methodology and research.
Russell Tytler is Alfred Deakin Professor and Chair in Science Education at Deakin University, Melbourne. He has researched and written extensively on student learning and reasoning in science. He has been chief investigator on a range of ARC and other research projects, including current projects investigating interdisciplinary mathematics and science pedagogy, representing contemporary science R&D in schools to support an informed Climate Change Education. He is a member of the Science Expert Group for PISA 2015 and 2025 and represents the OECD on an international STEM skills forum.
Discussion 2: Exploring the Cumulative Impact of STEM Teachers’ Professional Learning from a Regional Perspective – Anthony Anning
Teacher learning, as identity formation, is complex. Existing literature on sustainable teacher learning often overlooks broader systemic factors. This presentation reports on a literature review and theoretical framing of a project exploring the cumulative effects of regional STEM teachers’ learning, emphasizing lasting impacts shaped by a complex interplay of teacher-related and external factors. Additionally, extant literature on professional learning (PL) often relies on linear models, offering clear frameworks for program evaluation but overlooking the complexity of teacher learning. This current study explores the enduring effects of STEM teachers’ PL in a regional context. It adopts a more comprehensive approach, considering systemic factors like government policies, school policies and culture, and community engagement, among others. The study combines sociocultural theory (SCT) with an ecological framework to understand the complex interactions influencing STEM teachers’ identity, autonomy, and the sustained effects of PL in a regional setting. The ecological model identifies factors impacting teachers’ learning over time, while SCT elucidates how sociocultural backgrounds shape their identity and autonomy. This dual approach enhances the study’s ability to inform tailored and effective professional learning programs, guiding stakeholders in supporting STEM teachers’ ongoing development and fostering sustainable learning environments.
Anthony Anning is a PhD Candidate at the Faculty of Arts and Education at Deakin University, Waurn Ponds Campus, Australia. He is under the supervision of renowned researchers: Prof. Linda Hobbs and Dr. Lihua Xu. He is currently working on the study: “Understanding the Sustainability of Professional Learning Initiatives from a Regional Context.” He is an ambitious professional in the areas of teacher education, STEM education, teacher professional development and learning, teacher identity, agency, and curriculum studies. He is open to collaborations.
Posted Aug 10, 2026
Geelong Waterfront and online