This program has a strong focus on researching teacher learning approaches including design based research, developing and promoting evidence-informed pedagogies, supporting out of field teachers, and approaches to school change.
Researching with Teachers
The MSET-Ed research group works closely with teachers in developing and refining evidence-based classroom practices and approaches for the discipline areas of mathematics, science, environmental and technology education, and increasingly in interdisciplinary contexts. MSET-Ed researchers have led a number of statewide Department of Education professional learning programs in mathematics and science at early learning, primary and secondary levels, and in interdisciplinary STEM settings. Many of the group’s research initiatives utilise a Design Based Research methodology which involves co-design processes with teachers and support and study of teacher learning. Special foci also include investigation of ‘lesson study’ and ‘teaching experiment’ approaches to teacher growth, teachers’ adaptive expertise and collaborative approaches to leadership in primary mathematics.
Researching the Out-of-field Teaching Phenomenon
Members of the MSET-Ed research group have developed international reputations leading initiatives and research investigating and supporting teachers teaching out of field, particularly in the mathematics and science areas. ARC funded research, together with curriculum innovation and professional learning initiatives in partnership with various education authorities have established the group as leaders in this field. The group leads an international alliance which organises symposia, conferences and summit events dealing with this critical issue.
Links with the Profession
MSET-Ed researchers are embedded in mathematics and science teacher professional organisations and are regularly invited to provide keynotes, workshops at teacher professional learning events and present at teacher conferences. MSET-Ed researchers also enjoy close professional relationships with teachers in the field and are often invited to work closely with schools to drive professional learning agendas.
