Browsing by Author "Campbell C"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    A community-based practice for the co-development of women academic leaders
    (Taylor and Francis Group, 2024-05-28) Bone EK; Huber E; Gribble L; Lys I; Dickson-Deane C; Campbell C; Yu P; Markauskaite L; Carvalho L; Brown C
    Academic development usually focuses on individuals, with activities bounded by institutional strategy. There is a lack of research exploring the emergence of cross-institutional communities of practice and their ability to offer opportunities for professional collaboration, particularly for underrepresented or marginalised groups. Our study highlights how, after a formal program, individuals from different institutions facilitated deeper connections, transcending hierarchical boundaries and nurturing a sense of trust. Drawing from our experiences, we examine the emergence of a collegiate group of academic women as a community of practice. Co-development through community-based relationships enable personal and professional growth outcomes including, but not limited to, promotion and esteem recognition.
  • Thumbnail Image
    Item
    A framework of subject-specific expertise for out-of-field teachers: Translated for Science and English
    (Elsevier B.V., 2026-01) Hobbs L; Carpendale J; McKnight L; Caldis S; Vale C; Delaney S; Campbell C
    While teaching is a learning profession, learning to teach out-of-field (OOF) places subject-specific demands on teacher knowledge, practice and identity. Using Shulman's ‘signature pedagogies,’ we examine what OOF teachers need to know (thinking), do (performing), and be (identity). Through collaborative research, nine teacher educators from various disciplines identified pertinent themes leading to a framework of subject-specific expertise. The framework invites dialogue on relationships between subject-specific teacher identity and the four salient features of specialist teaching: inquiring, knowing, connecting, and pedagogical imperatives. The framework can support professional learning for OOF teachers and set a foundation for further research into this phenomenon.