Anthony Sylvester Anning
Biographic Data
| ID | 1060968 |
|---|---|
| NAME | Anthony Sylvester Anning |
| GIVEN NAMES | Anthony Sylvester |
| FAMILY NAME | Anning |
| SIGNATURE | ANNING A S |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0001-6050-601X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Sustaining out-of-field teaching in STEM
This article examines the sustained professional learning (PL) of an experienced teacher transitioning from an arts background into STEM education within a regional, low-socioeconomic (SES) Australian secondary school. Drawing on Bronfenbrenner’s Ecological Systems Theory, the study explores how systemic and institutional supports influence teacher identity, pedagogy, and leadership development in out-of-field (OOF) contexts. Adopting a qualitati…
General education in China
This qualitative study explores perceptions, experiences, and challenges of general education among 21 university students in Mainland China using semi-structured interviews and thematic analysis. The research finds a paradox: students value general education for interdisciplinary knowledge and holistic development yet views it as secondary to career-focused courses. Key challenges include stagnant teaching methods, curricular misalignment with p…
Investigating STEM teachers’ personal and sociocultural particularities in the Ghanaian context
This paper argues that while the Ghanaian government has made significant investments in specialized STEM schools, there has been insufficient focus on the professional learning of STEM teachers, which includes aspects of identity and decision-making. By understanding the intricate connection between teachers' characteristics and their learning processes, effective initiatives can be designed to support STEM teachers in the country and even beyon…
Religious Education (RE) as a Context
Religious Education (RE) can be conceived of as a specific context within which secondary RE teachers from diverse backgrounds teach. This context gives rise to distinctive subject subcultures, characterised by a unique set of beliefs, norms, and practices that are shared by teachers who teach RE. Using micronarratives as a way to initiate further discussion and to distil some key points which can be elaborated upon, we illustrate some salient as…
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Investigating STEM teachers’ personal and sociocultural particularities in the Ghanaian context
This paper argues that while the Ghanaian government has made significant investments in specialized STEM schools, there has been insufficient focus on the professional learning of STEM teachers, which includes aspects of identity and decision-making. By understanding the intricate connection between teachers' characteristics and their learning processes, effective initiatives can be designed to support STEM teachers in the country and even beyon…
Religious Education (RE) as a Context
Religious Education (RE) can be conceived of as a specific context within which secondary RE teachers from diverse backgrounds teach. This context gives rise to distinctive subject subcultures, characterised by a unique set of beliefs, norms, and practices that are shared by teachers who teach RE. Using micronarratives as a way to initiate further discussion and to distil some key points which can be elaborated upon, we illustrate some salient as…
General education in China
This qualitative study explores perceptions, experiences, and challenges of general education among 21 university students in Mainland China using semi-structured interviews and thematic analysis. The research finds a paradox: students value general education for interdisciplinary knowledge and holistic development yet views it as secondary to career-focused courses. Key challenges include stagnant teaching methods, curricular misalignment with p…
Sustaining out-of-field teaching in STEM
This article examines the sustained professional learning (PL) of an experienced teacher transitioning from an arts background into STEM education within a regional, low-socioeconomic (SES) Australian secondary school. Drawing on Bronfenbrenner’s Ecological Systems Theory, the study explores how systemic and institutional supports influence teacher identity, pedagogy, and leadership development in out-of-field (OOF) contexts. Adopting a qualitati…
Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Teaching method (2 works) · Anthropology (1 work) · Archaeology (1 work) · China's Socioeconomic Reforms and Governance (1 work) · Computer Science (1 work) · Education and Critical Thinking Development (1 work) · Education and Islamic Studies (1 work)