Staff profile - Linda Hobbs

Staff image

Dr Linda Hobbs

Position: Senior Lecturer In Science Education
role description
Faculty or Division: Faculty of Arts and Education
Department: SoE Arts & Ed
Campus: ic3.312, Geelong Waurn Ponds Campus
Phone: +61 3 522 72661 +61 3 522 72661
Email: l.hobbs@deakin.edu.au

Biography

Qualifications

  • Master of Education, University of Ballarat, 2002
  • Doctor of Philosophy, Deakin University, 2009
  • GCHE Exempt, Deakin University, 2014


Affiliations

AARE
AERA
ASERA
BERA


Professional activities

Co-organiser "Teaching Across Specialisations" (TAS) Collective https://www.uni-due.de/TAS/

Curriculum Committee, Geelong Tech School

LinkedIn profile

https://www.linkedin.com/in/linda-hobbs-628b1867?trk=hp-identity-name


Academic

Teaching Interests

Primary Science Education

Science Communication

STEM Education


Subjects and units currently teaching

Lecturer for EES101 Communicating Science
Lecturer for EES345 Primary Science Education I
Unit Chair and Lecturer for EES440 Primary Science Education II


Student supervision

Master of Education research papers

Principal superviser:

"Exploring beginning primary teachers’ experiences in learning & teaching science to help understand the gap between theory-based recommendations & classroom"

"Affordances and Constraints of Flexible Learning Spaces in Mathematics: A Case Study"

PhD:

Principal supervisor:

"Australian Aboriginal graduate teachers’ experiences in learning and teaching science: understanding the complex development of a ‘science teacher’ identity"

Associate supervisor:

"Marine Educators: Linking personal commitment, education and public policy"

“Co-design a participatory method to enhance knowledge, skills, creativity and sustainable practices to indigenous girls from Australia, Mexico and Indonesia”


Conferences and seminars

AARE AERA ASERA ESERA EARLI BERA ATEE NARST ECER

Research

Research projects

2010 Teacher Identity In and Across Subjects (TIIAS) (Research into the identity and support needs of out-of-field teachers)

2012 Discipline-related commitments and identities of out-of-field early career teachers. CIs: Linda Hobbs, Coral Campbell, Sandra Herbert. Mentor: Chris Hickey. Funded by CREFI. Developing and trialling a survey for pre-service and in-service teachers exploring the adaptability of teachers when faced with the reality of teaching out-of-field.

2012 National Partnership (Teacher Quality, Supply and Retention) Initiatives (TQNP). Funded by DEECD.

2012-2014 School-based pedagogies and partnerships in primary science teacher education: Science Teacher Education Partnerships in Science (STEPS). PIs: Linda Hobbs (Lead), Coral Campbell, Gail Chittleborough, Sandra Herbert. Funded by Office for Learning and Teaching. In association with Jeff Kind (RMIT), Christine Redman (University of Melbourne), John Kenny (University of Tasmania), Mellita Jones (ACU).

2013-2014 Teaching Out-of-field: Preparing Adaptable Teachers. CIs: Linda Hobbs (Lead), Coral Campbell.  Funded by Deakin's Central Research Grants.

2014 Government policy, perspectives and funding initiatives regarding out-of-field teaching across Australia. Funded by CREFI, Deakin. Linda Hobbs (Lead), Colleen Vale, Brian Doig.

2014-2015. Judging Accuracy and Reliability of online sources. Internal funding. John Cripps Clarke (Lead), Christine Oughtred, Linda Hobbs, Leissa Kelly, Chris Rawson.

2015-2017 The Successful Students – STEM Project (Skilling the Bay). Funded by DET in association with The Gordon, Geelong. Linda Hobbs, John Cripps Clark, Christine Ure.

2015-2017 Out-of-field teaching: Sustaining quality practices across subject boundaries. Teaching Across Subject Boundaries (TASB). Funded by ARC Discovery Project. Linda Hobbs, Robert Whannell, Russell Tytler, Colleen Vale, Francis Quinn, Coral Campbell, Terry Lyons


Research interests

Science Education
STEM Education
Qualitative research methodologies
Secondary science teaching and learning
Teaching out-of-field
Aesthetic dimensions of teaching
Narrative pedagogies
Subject cultures and disciplinary boundaries
Teacher knowledge
Teacher identity
Teacher motivations and passions
Boundary crossings
Constructivist methodologies
Professional Development and Teacher support
Rural spaces


Research grants

CURRENT GRANTS: 

Secondary STEM Catalyst professional learning program. 2016-2018 DEECD  $729,000

International collaboration in science & mathematics teacher learning. 2016 Near-miss funding, Deakin University  $10,000

Out-of-field teaching: Sustaining quality practices across subject boundaries (Teaching Across Specialisations, TASB) 2015-2017 ARC Discovery Project (DP150102089) Partners: University of New England, Queensland University of Technology  $226,900 http://www.tasbproject.org.au/

The Successful Students – STEM Project, “Skilling The Bay” 2015-2017 DEECD and The Gordon $570,000 http://www.successfulstudents-stem.org.au/

Government policy, perspectives and funding initiatives regarding out-of-field teaching across Australia 2014-2015 CREFI funded project $13,417

School-based pedagogies and partnerships in primary science teacher education Science teacher education 2013-2015 OLT Project (ID12-2412) Partners: Australian Catholic University, RMIT University, The University of Melbourne, University of Tasmania Funding: Office for Learning Teaching Grant $206,000 http://www.stepsproject.org.au/

Teaching out-of-field: Preparing adaptable teachers (TOPAT) 2013, Deakin Central Research Grant Project, Deakin University Funding: 2013 $22,000

 


Research groups

Science, Technology and Environment Education (STEE) Teaching and Research Group

Science, Technology, Engineering and Mathematics Education (STEME) stream, Research in Educational Innovation (REDI)

Teaching Across Specialisations (TAS) Collective  https://www.uni-due.de/TAS/


Research page

https://www.deakin.edu.au/apps/research/find-a-researcher/30340/Dr-Linda-Hobbs


Publications

Publications

Selected publications:

Journal articles

Hobbs, L. & Törner, G. (eds.) (2014). Taking an international perspective on “Out-of-field” Teaching: Proceedings and agenda for research and action from the 1st Teaching Across Specialisations (TAS) Collective Symposium. TAS Collective. Available https://www.uni-due.de/TAS

Kenny, J., Hobbs, L., Jones, M., Chittleborough, G., Campbell,C., Gilbert, A., Redman, C., and Herbert, S. (2014). Science Teacher Partnerships with Schools (STEPS): Project-Partnerships in science teacher education. Australian Journal of Teacher Education, 39(12), 43-65.

Hobbs, L. (2013). Teaching  'out-of-field' as a boundary-crossing event:  Factors shaping teacher identity. International Journal of Science and Mathematics Education, 11(2), 271-297.

Darby-Hobbs, L. (2013). Responding to a relevance imperative in school science and mathematics:  Humanising the curriculum through story. Research in Science Education, 43(1), 77-97.      

Hobbs, L. & Davis, R. (2013), Establishing connection through narrative in Mathematics, Science & Technology. Research in Science Education, 43(3), 1289-1305.

Hobbs, L. (2012). Examining the aesthetic dimensions of teaching: Relationships between teacher knowledge, identity and passion. Teaching and Teacher Education, 28, 718-727.

Hobbs, L. (2012). Teaching out-of-field: Factors shaping identities of secondary science and mathematics. Teaching Science, 58(1), 32-40.

Tytler, R., & Hobbs, L. (2011). The Australian Science Curriculum. Primary and Middle Years Educator, 9(2), 3-10.

Tytler, R., Symington, D., Darby, L., Malcolm, C., & Kirkwood, V. (2011). Discourse Communities: A model for considering professional development for teachers of science and mathematics. Teaching and Teacher Education, 27(5), 871-879.

Darby, L (2009). Translating a “relevance imperative” into junior secondary mathematics and science. Eurasia Journal of Mathematics Science and Technology Education, 5(3), 277-288.

Darby, L. (2005). Science students' perceptions of engaging pedagogy. Research in Science Education, 35, 425-445.

Book chapters

Hobbs, L. (2015). Teaching Science Out-of-field. In R. Gunstone (Ed.), Encyclopedia of Science Education (pp. 1044-1048). New York: SpringerReference.

Hobbs, L. (2013). Boundary crossings of out-of-field teachers: Locating learning possibilities amid disruption. In, Janice Langan-Fox & Cary L. Cooper (Eds.), Boundary-Spanning in Organizations: Network, Influence, and Conflict (pp. 7-28).  New York: Routledge.  

Tytler, R., & Darby, L. (2009). Focusing on the science teacher. In S.M. Ritchie (ed). The world of science education: Handbook of research in Australasia (pp. 249-271). Rotterdam, The Netherlands: Sense Publishers.

Reports and online publications

Hobbs, L., Campbell, C., Chittleborough, G., Herbert, S., Jones, M., Kenny, J., Redman, C., Gilbert, A. & King, J. (2015). School-based pedagogies and partnerships in primary science teacher education: The Science Teacher Education Partnerships with Schools (STEPS) Project. Report to the Office for Learning and Teaching. http://www.olt.gov.au/resource-steps-project 

Hobbs, L. (2014). Australian schooling’s dirty little secret. EduResearch Matters, May 4. http://www.aare.edu.au/blog/?tag=hobbs

Hobbs, L. (2015, April 13). Too many teachers teaching outside their area of expertise. The Conversation Australia, The Conversation Trust, April 13, 2015.  Available https://theconversation.com/too-many-teachers-teaching-outside-their-area-of-expertise-39688


Link to publications

http://deakin.academia.edu/LindaHobbs


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