Staff profile - Colleen Vale
Aprof Colleen Vale
|Position:||Associate Professor in Mathematics Education|
|Faculty or Division:||Faculty of Arts & Education|
|Department:||School of Education|
|Campus:||Melbourne Burwood Campus|
|Phone:||+61 3 92446390 +61 3 92446390|
- Doctor of Philosophy (Education), La Trobe University, 2001
Mathematics Education Research Group of Australasia (MERGA)
Australian Association for Research in Education (AARE)
Mathematical Association of Victoria
Editor: Mathematics Teacher Education and Development, published by Mathematics Education Research Group of Australasia, with Leicha Bragg and Gaye Williams
Colleen teaches various units concerning mathematics education in pre-service and post-graduate courses.
She is an experienced supervisor of doctoral students, with eight doctoral completions. She is currently supervising four doctoral students.
Developing Preservice Teachers’ Mathematics Pedagogical Content Knowledge Through Lesson Study
Japanese Lesson Study: A school-based innovation for primary science pre-service teacher education
Completed Ph D projects:
Livy, S. (2014) Primary pre-service teachers' mathematical content knowledge
Azisah, Siti. (2012). Gender Mainstreaming in Education: Case studies of Islamic primary schools in South Sulawesi, Indonesia. PhD.
Dakich, E. (2009) Towards the Social Practice of Digital Pedagogies
Javed, S. (2009) Facilitating mathematics teaching and learning in vocational education
Krishnan, S. (2009) Problem Based Learning in Electrical Engineering
Islam, Kabirul Md. (2003). A case study of student participation in discussion in an on-line higher education course, Ph D.
Completed Education Doctorates
Lawrence, K. (2014) Developing an innovative flexible model: Enhancing student learning.
Miller, C. (2014). The work, preparation and development of nursing clinical educators, Ed.D
Clarke, L. (2008) Motivating factors for the professional development of a cohort of professional doctorate students in education, Ed D.
Nokdee, S. (2007). Self-directed learning among Thai nurses in clinical practice, Ed. D.
Completed Masters by Research
Hartigan, K. (2007). Deadly Playgrounds: Relief Teachers and Reporting of Bullying Incidents in Victoria Primary Schools. M Ed (by research)
Awards and prizes
2008 Winner of the Australian Award for Excellence in Educational Publishing in the Tertiary Scholarly Reference category for Goos, M., Stillman, G. & Vale, C. (2007). Teaching Secondary School Mathematics: Research and practice for the 21st century. Sydney: Allen & Unwin.
1999 Victoria Teacher Credit Union: Teaching Initiatives Program Award for FUN@SUN a mathematics professional learning program for teachers of primary mathematics.
Current projects concern professional learning of teachers regarding mathematical reasoning and the use of problem solving approaches to teaching of mathematics. The professional learning models that are the focus of these studies promote collaboration and deliberative reflection and include Japanese Lesson Study and demonstration lessons. Colleen continues to include an equity and social justice element to her research and is working on a second edition of Teaching Secondary School Mathematics with co-authors.
Colleen's research interests are focused on improving the quality of mathematics teaching and learning and ensuring equity and social justice in mathematics education. Her current research projects focus on mathematical reasoning and problem solving approaches that enhance teacher quality and learner engagement.
Social constructivism and feminist theories both postmodern and critical inform her research. Colleen has used various qualitative methodologies including ethnography and collaborative practitioner research to investigate classroom culture and discourse, teaching practices including the use of digital technologies, teachers' pedagogical and content knowledge and more recently instructional leadership and reform in mathematics teaching.
Throughout her career pre-service mathematics teacher education, both primary and secondary, along with professional learning for in-field and out-of-field teachers have been an on-going interest.
Mathematical Reasoning Emerging Research Group, Deakin University