The Transforming Professional Lives, Learning, and Leadership group investigates how educators and leaders navigate the challenges of volatile and uncertain times. Our focus spans education, professional learning and policy contexts.
Our research aims to ensure that professional learning has a meaningful impact in the real world, advocating for positive leadership development, organisational change, and inclusive, equitable educational practices and policies.
Our research is crucial for the development of education programs both at Deakin and internationally with a focus on three key research streams.
We explore the multifaceted concept of professionalism in education, examining how leaders, teachers and educators navigate opportunities in an evolving landscape.
We explore the unique professional learning needs of educators and leaders to enhance their agency in driving professional transformation and organisational change.
We examine how agency and professional judgment influence practice and identity, facilitated by active engagement with both digital and non-digital tools.
When you study a PhD or postdoctoral research with the Transforming Professional Lives, Learning and Leadership group, you'll help shape professional lives through innovative learning and leadership strategies in education.
Guided by our group convenors, our members encompass early, mid, and senior career researchers, each contributing a wealth of disciplinary expertise drawn from decades of collective experience.
Associate Professor Rod Neilsen is an associate professor in education (TESOL) in the School of Education. His research interests include language teacher professional development, multilingual approaches to language learning and pre-service teacher mobility.
Associate Professor Lihua Xu is an associate professor in education (science education) in the School of Education. Her research aims to make impact on and improve teaching and learning practices in science and mathematics education.
Dr George Aranda, Senior Lecturer in Education (Science Education)
Dr Jessica Ciuciu, Lecturer
Dr John Cripps Clark, Senior Lecturer
Dr Seamus Delaney, Senior Lecturer in Education (Science Education)
Dr Shelley Hannigan, Senior Lecturer in Education (Arts Education)
Dr Joanne Henriksen, Lecturer in Education (Education Business Leadership)
Professor Linda Hobbs, Associate Head of School (Research)
Dr Brendan Hyde, Senior Lecturer, Education (Pedagogy and Curriculum)
Dr Elizabeth Little, Lecturer in Education (Language and Literacy)
Dr Katrina MacDonald, Senior Lecturer, Education Leadership
Associate Professor Rod Neilsen, Associate Professor in Education (TESOL)
Dr Maria Nicholas, Senior Lecturer in Education (Language and Literacy Education)
Professor Andrea Nolan, Professor in Education (Early Childhood)
Dr Sarah Ohi, Senior Lecturer in Education (Language and Literacy Education)
Associate Professor Trace Ollis, Associate Professor in Education (Applied Learning)
Dr Fiona Phillips, Lecturer in Education (Arts Education)
Dr Piper Rodd, Lecturer in Education
Associate Professor Liz Rouse, Associate Professor in Education (Early Childhood)
Dr Cheryl Ryan, Senior Lecturer in Education (Applied Learning)
Associate Professor Andrew Skourdoumbis, Associate Professor in Education (Pedagogy and Curriculum)
Dr Pennie White, Lecturer, Learning Futures
Professor Wanty Widjaja, Associate Head of School (International Partnerships)
Associate Professor Lihua Xu, Associate Professor in Science Education
We collaborate with educators, leaders and other key stakeholders across various education settings to seek solutions beyond traditional research and organisational boundaries.
This project focuses on supporting primary teachers in cultivating adaptive expertise within interdisciplinary mathematics and science education. By contributing to the design of effective professional development programs for educators, this initiative aims to enhance the development of adaptive expertise.
This study investigates the benefits and challenges of linguistic diversity in universities, focusing on teaching, learning, research, and communication. It examines perceptions of multilingualism in higher education and how participants use language in their work and interactions.
We partner with communities, government bodies, NGOs and not-for-profits to drive research-based outcomes across educational settings like early childhood centers, schools, TAFEs and universities. We also collaborate with organisations like the Department of Education and Training and the Australian Curriculum Authority to strengthen our influence.
