Understanding the role and professional development of educators, and factors impacting teaching and learning, to improve access, equity, innovation and quality in education.
Our research explores one of the most integral features of the education and learning landscape: educators. The education profession is pivotal to the success of any society. We investigate the nature and traditions of what it is to be an educator, how educators develop, and workforce conditions. We explore both macro and micro-environments including socio-cultural, economic, political and material factors that influence educator and learner wellbeing, and the nature of the teaching and learning dynamic.
Addressing areas of national priority
This research and scholarship group addresses the five priority areas of The National Teacher Workforce Action Plan (December 2022), that aims to:
- Improve teacher supply
- Strengthen initial teacher education
- Keep the teachers we have
- Elevate the profession
- Better understand future teacher workforce needs
Supporting equal opportunities
We align with the overarching goal of promoting inclusive and equitable quality education, through exceptional teachers, so that all young people can become confident and successful learners and become active and informed citizens. Reconceptualising how the education profession responds to the extrinsic and intrinsic factors which impact learning and teaching enables future educators to create equitable and innovative learning environments for their students.
Our work
Research questions
Projects within the Teacher Professionalism research and scholarship group focus on exploring key overarching research questions:
- What is Professionalism?
- What knowledge, attitudes, beliefs, abilities and practices do professional teachers need / have / exhibit?
Overarching aims
The Teacher Professionalism and Practice research and scholarship group has four overarching aims:
- Theoretical aims: concerning the exploration of what it means to be professional and critical development of key concepts and understandings of professionalism and practice.
- Practical aims: concerning the quality and transformation of educational praxis in teacher education and impact on school communities.
- Policy aims: to explore and inform policy to promote professionalism and transform practice to promote wellbeing and learning.
- Strategic aims:
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- By encouraging the development of critical praxis in pedagogy, aiming to foster the development of new kinds of transformative education for changing times,
- By fostering collaboration and the development of networks between academics interested in these problems and issues.
Publications
- Mahony, L., McLeod, S., Salamon, A., & Dwyer, J. (Eds.). (2024). Early childhood voices: Children, families, professionals Springer International Publishing. (Hardcover ISBN978-3-031-56483-3 (28 May 2024), Softcover ISBN978-3-031-56486-4 (28 June 2024), eBook ISBN978-3-031-56484-0 (27 May 2024), 269 pages)
- Mahony, L. (2022). Supporting young children experiencing separation and divorce. An Everyday learning Series title. ECA Publications.
Louth, S. (2017). Indigenous Australians: Shame and respect. In C.H. Mayer & E. Vanderheiden (Eds.) The Value of Shame – Exploring a health resource across cultures. (pp. 187-201). London: Springer
Mahony, L., & Fenton, A. (2024). Giving voice to young children navigating complex life challenges through a strengths approach. In L. Mahony, S. McLeod, A. Salamon, & J. Dwyer (Eds.), Early childhood voices: Children, families, professionals (pp. 181-195). Springer International Publishing
Mahony, L., McLeod, S., Salamon, A., & Dwyer, J. (2024). Why the voices of young children matter. In L. Mahony, S. McLeod, A. Salamon, & J. Dwyer (Eds.), Early childhood voices: Children, families, professionals (pp. 3-16). Springer International Publishing
Mahony, L. (2024). Living well in the aftermath of separation and divorce: The role of teachers, schools and early childhood services. In M. Kaukko, S. Windsor, S. Kemmis, K. Reimer (Eds.). Living Well in a World Worth Living in For All (Volume 2): Enacting Praxis for a Just and Sustainable Future. Springer
Willis, A. (2023). How to create environments that support the psychological safety of teachers in the middle grades. In K. Main and S. Whatman. Health and Well-Being in the Middle Grades: Research for Effective Middle Level Education. Information Age Publishing
- Boyd, W., Mahony. L., Warren, J. and Wong. S. (2022). The design of early childhood teacher education programs: Australian employer perspectives with international program comparison. Australian Journal of Teacher Education, 47(6).
- Louth, S. (2025). What does place bring to my teaching?: Professional dissonance and the development of rural consciousness. Australian and International Journal of Rural Education, accepted and pending publication.
- Louth, S. & Willis, A. (2024). Multidisciplinary approaches to establishing trauma informed practice for pre-service teachers Asia Pacific Education Review, 25, 541-553.
- Louth, S. Bird, V. & Bonner, J. (2023). Words to deeds: Localising the vision of Uluru. AlterNative, 19(2), 240-249.
- Louth, S., Wheeler, K., Jamieson-Proctor, R. and Sanderson, T. (2023). Stoking the fires of pre-service educators through Aboriginal and Torres Strait Islander ways of learning. International Journal of Educational Innovation and Research, 2(2), 104-113.
- Louth, S., Wheeler, K. & Bonner, J. (2019). Long-lasting Educational Engagement of Aboriginal and Torres Strait Islander Children: Where are the Ghundus? A Longitudinal Study. Australian Journal of Indigenous Education.
- Louth, S. & Jamieson-Proctor, R. (2018). Inclusion and engagement through traditional Indigenous games: enhancing physical self-efficacy. International Journal of Inclusive Education, 23(12), 1248-1262.
- Willis, A. & Louth, S. (2024). Don’t stand up in a hammock: Advice for early career teachers in remote, regional and rural locations. Australian and International Journal of Rural Education, 34(1), 1-24.
- Willis, A., Miller, A., Fox, R., Thiele, C., McMaster., & Menzies, S. (2024). Educators unplugged: Working and thinking in natural environments. Journal of Adventure Education and Outdoor Learning.
- Willis, A. (2024). Teachers prioritise relationships over curriculum for student well-being. Pedagogy, Culture and Society, 32(2), 473-489.
- Willis, A. (2024). Teachers’ cultural, social and emotional capabilities: how teacher compassion and humility is an antecedent to student confidence. Pedagogy, Culture and Society, 31(1), 91-108.
- Willis, A. (2023). The need for dialogic reciprocal anti-discrimination practice and policy in faith-based schools. Compare, 53(7), 1137-1151.
- Willis, A., Grainger, P., Thiele, C., Simon, S. Menzies, S. & Dwyer, R. (2023). The benefits and pitfalls of social media for teachers’ agency and wellbeing. Technology, Pedagogy and Education, 32(5) 621-637.
- Grainger, P. & Willis, A. (2023). Developing preservice teachers’ intercultural understanding and capability through wider field experience/service learning in Peru. Australian Educational Researcher, 50, 329-352.
- Manathunga, C., Davidow, S., Williams, P., Willis, A., Raciti, M., Gilbey, K., Stanton, S., O’Chin, H. and Chan, A. (2022). Decolonising the school experience through poetry to foreground truth-telling and cognitive justice. London Review of Education, 20(1), 1-10.
- Thiele, C., Casey, J., Simon, S., Dole, Eager, L. (2024). Foregrounding leadership connectedness: A preservice teacher preparation program to staff Australian regional, rural and remote schools. Australian and International Journal of Rural Education.
- Thiele, C., Casey, J., Simon, S. & Dole, S. (2023). Place consciousness and school leaders’ intentionality of partnership imperatives. Australian and International Journal of Rural Education, 33(1), 1-16.
- Mahony, L. (2022). Parents perceptions of communication and collaboration with teachers and schools about separation and divorce. Parents perceptions of communication and collaboration with teachers and schools about separation and divorce. Australian Institute of Family Studies: Putting Families at the Centre. Melbourne, Australia. 15-17 June 2022.
- Mahony, L and Reimer, K. (13 May, 2024). S2 Episode 8: Living well in the aftermath of separation and divorce: The role of teachers, schools and early childhood services. A World Worth Living In.
Research grants
| Project name | Investigator(s) | Funding body (AUD $ amount) |
Year(s) |
|---|---|---|---|
| Dr Linda Mahony Dr Tracey Sanderson |
Queensland Government Teach Queensland. Ethics approval number: A242133 |
2024 | |
| Adopting a Dadirri mindset to build educational success for First Nations young people | Dr Tracey Sanderson
Dr Sharon Louth |
Education Horizon First Nations, Queensland Department of Education. (A$73,238) | 2025 |
| Marigurium Yan: Strong Walk to Strong Futures |
Dr Tracey Sanderson |
John Villiers Trust. (A$291,978) |
2025 |
| Marigurium Yan: Strong Walk. | Dr Tracey Sanderson Dr Sharon Louth Bird, B |
UniSC HEPPP, Fraser Coast Campus | 2023 |
| Establishing place and space for Rural Regional and Remote preservice and graduate teachers through out-of-system professional networks. | Dr Sharon Louth Dr Alison Willis Young, K. |
School of Education and Tertiary Access, UniSC. (A$3,000). | 2021 |
| Don’t close the Gap – Jump it! Using physical activity and wearable technology to engage indigenous children in STEM | Wheeler, K Willis, C Dr Sharon Louth Lee. J Parker, J James, D |
Ergon Energy Community Fund, Australia (A$4,950) | 2020 |
| Culturally Safe Learning in Higher Education | Dr Sharon Louth Raciti, M. McMaster, N Dann, B |
Office of the Deputy Vice Chancellor- Academic, UniSC | 2019 |
| Culturally Safe Learning in Higher Education. | Dr Sharon Louth Raciti, M. McMaster, N. Dann, B. |
Transcultural and Indigenous Pedagogies Research Group, UniSC (A$3,000) | 2019 |
| Fraser Coast Community Statement of Commitment | Dr Sharon Louth Bird, V Bonner, J. |
Central Queensland Indigenous Development (CQID) (A$5,000) | 2019 |
| First Nations Voices | Dr Sharon Louth | Aboriginal and Torres Strait Islander Education Sub-Committee, School of Education, UniSC (A$10,000) | 2018 |
News
‘Don’t stand up in a hammock’: Stories from rural teachers changing attitudes
As Australia struggles with teacher shortages outside of major cities, how can more early career teachers be convinced to go to hard-to-staff places? University of the Sunshine Coast initiatives are helping to make a difference.
New focus on learning as Indigenous students walk strong towards their futures
Attendance is up and engagement with learning has improved for more than 60 Aboriginal and Torres Strait Islander Year 7 and 8 Fraser Coast students taking part in a UniSC-led pilot program called Marigurim-Yan (‘Strong Walk’).