Franziska Trede
Biographic Data
| ID | 1502632 |
|---|---|
| NAME | Franziska Trede |
| GIVEN NAMES | Franziska |
| FAMILY NAME | Trede |
| SIGNATURE | TREDE F |
| AFFILIATIONS | Charles Sturt University |
| ORCID | 0000-0002-6638-2609 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 21 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The role of agency in social justice education: Insights from a practising inclusion in higher education micro-credential
Progress towards more inclusive practices and social justice remains high on the agenda of the higher education sector globally. Although there are many professional development offerings for academic teachers, this paper adds to the growing body of research examining what it takes to practise inclusion from a social justice perspective. This study explored the role of agency for academics in a practising inclusion micro-credential. The study was…
Advancing inclusive practices in higher education: Possibilities and limitations of a social justice professional development course
Research on widening the participation of historically underrepresented university students tends to focus on student preparation and the structural adjustments needed to attract and retain them. Few studies have examined how to prepare university staff for the diversity of students that comes with such widening participation programmes. This paper contributes to this gap by discussing the impact that a professional development course on practisi…
Understanding academic teachers’ perceptions of disruptions through the lens of practice architecture
This paper reports on the perceptions of university teachers of two consecutive disruptions: moving to a new learning management system that was immediately followed by the COVID-19 pandemic. The purpose of this research was to understand the role of planned and unplanned disruptions in facilitating or hindering the transformation of teaching practices. Through the lens of practice architecture and five analysis cycles, interview and survey data …
A Critical Imaginal Hermeneutics Approach to Explore Unconscious Influences on Professional Practices: A Ricoeur and Jung Partnership
Professional relationships are at the heart of professional practice. Qualitative studies exploring professional practice relationships are typically positioned in either the social constructivist (interpretive) paradigm where the aim is to explore actors’ subjective understandings of their relationships and relational practices, or in the critical paradigm where the aim is to reveal objective unconscious structures and hidden power plays influen…
Bourdieu and Jung: A Thought Partnership to Explore Personal, Social, and Collective Unconscious Influences on Professional Practices
This paper introduces a thought partnership between Pierre Bourdieu and Carl Jung used to explore clinical play therapists’ understanding and critical reflexivity of unconscious influences on their relational practices with parents. The partnership is situated within a broader methodological partnership between Paul Ricoeur and Jung discussed by the authors in another paper in this issue. The purpose of the Bourdieu and Jung partnership is to des…
Educating the Deliberate Professional
Educating the Deliberate Professional: Preparing for Future Practices
Assessment experiences in the workplace: A comparative study between clinical educators’ and their students’ perceptions
With this paper, we contribute to the complex field of assessment of student learning in work placements. The complexity includes the dual role of clinical educators as mentors and assessors, students as pre-accredited practitioners and the diverse purposes of assessment. A philosophical hermeneutic approach was adopted to explore the perceptions and practices of clinical assessments as they were experienced by clinical educators and students of …
Workplace educators’ interpretations of their assessment practices: A view through a critical practice lens
In this paper, we examine workplace educators’ interpretations of their assessment practices. We draw on a critical practice lens to conceptualise assessment practice as a social, relational and situated practice that becomes critical through critique and emancipation. We conducted semi-structured interviews followed by roundtable discussions with physiotherapy clinical educators in the workplace. Employing a critical hermeneutic approach, data w…
The Academisation of Emerging Professions: Implications for Universities, Academics and Students
Although Australian universities have delivered professional education alongside liberal education since their inception, the more recent introduction of emerging professions into universities' curricula indicates a greater blurring of the boundaries within the higher education sector, where universities are increasingly delivering courses formerly within the realm of technical or further education colleges. This vocationalisation of universities…
Practice-Based Education: Perspectives and Strategies
Developing intercultural competence and global citizenship through international experiences: Academics’ perceptions
International education is a key priority for Australian universities, government and employer groups. For students, an international professional experience is uniquely placed in providing opportunities for developing intercultural learning, intercultural competence and global citizenship. Employers see graduates with international experiences as interculturally competent, viewing them as proficient in analysing and responding appropriately to c…
Developing professionalism in physiotherapy and dietetics students in professional entry courses
In a context of education focused on skill mastery and graduate-level competence in preparation for professional practice, the notion of professionalism could be reduced to measurable and rules-based concepts, and the values, ethical decision making and professional autonomy that underpin it could be overlooked. Using a blend of hermeneutic phenomenology and discourse analysis, this article explores how professionalism is understood, talked about…
Practice-Based Education
Practice-Based Education: Perspectives and Strategies. This book draws on the collective vision, research, scholarship and experience of leading academics in the field of practice-based and professional education. It presents multiple perspectives and critical appraisals on this significant trend in higher education and examines strategies for implementing this challenging and inspiring mode of learning, teaching and curriculum development. Eight…
Professional identity development: A review of the higher education literature
This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however, most did not make a strong connection to professional identities. Further research is needed to better …
Education For Future Practice
Education for Future Practice engages with the challenge faced by higher education: to envisage probable, possible and desired futures for practice and education and to realise ways of educating practitioners for these futures. Future education involves the pursuit of shared visions and purpose in the midst of the turbulence created by a diverse influences on education and practice. These influences arise from: learners’ participation in multiple…
What Do We Mean by ‘Collaboration’ and When is a ‘Team’ Not a ‘Team’? ‐ A Qualitative Unbundling of Terms and Meanings
‘Collaboration’ and ‘team’ are terms commonly used in literature related to the provision of health care, including rehabilitation. However, the complexity of the phenomena represented by these terms is often overlooked. ‘Collaboration’ is rarely defined, and ‘teams’ are often presented as easily identifiable and stable entities. Simplistic use of these terms often results in different aspects of interprofessional practice being researched and di…
Developing intercultural competence and global citizenship through international experiences: Academics’ perceptions
International education is a key priority for Australian universities, government and employer groups. For students, an international professional experience is uniquely placed in providing opportunities for developing intercultural learning, intercultural competence and global citizenship. Employers see graduates with international experiences as interculturally competent, viewing them as proficient in analysing and responding appropriately to c…
Bourdieu and Jung: A Thought Partnership to Explore Personal, Social, and Collective Unconscious Influences on Professional Practices
This paper introduces a thought partnership between Pierre Bourdieu and Carl Jung used to explore clinical play therapists’ understanding and critical reflexivity of unconscious influences on their relational practices with parents. The partnership is situated within a broader methodological partnership between Paul Ricoeur and Jung discussed by the authors in another paper in this issue. The purpose of the Bourdieu and Jung partnership is to des…
The Academisation of Emerging Professions: Implications for Universities, Academics and Students
Although Australian universities have delivered professional education alongside liberal education since their inception, the more recent introduction of emerging professions into universities' curricula indicates a greater blurring of the boundaries within the higher education sector, where universities are increasingly delivering courses formerly within the realm of technical or further education colleges. This vocationalisation of universities…
What Do We Mean by ‘Collaboration’ and When is a ‘Team’ Not a ‘Team’? ‐ A Qualitative Unbundling of Terms and Meanings
‘Collaboration’ and ‘team’ are terms commonly used in literature related to the provision of health care, including rehabilitation. However, the complexity of the phenomena represented by these terms is often overlooked. ‘Collaboration’ is rarely defined, and ‘teams’ are often presented as easily identifiable and stable entities. Simplistic use of these terms often results in different aspects of interprofessional practice being researched and di…
Education For Future Practice
Education for Future Practice engages with the challenge faced by higher education: to envisage probable, possible and desired futures for practice and education and to realise ways of educating practitioners for these futures. Future education involves the pursuit of shared visions and purpose in the midst of the turbulence created by a diverse influences on education and practice. These influences arise from: learners’ participation in multiple…
Practice-Based Education
Practice-Based Education: Perspectives and Strategies. This book draws on the collective vision, research, scholarship and experience of leading academics in the field of practice-based and professional education. It presents multiple perspectives and critical appraisals on this significant trend in higher education and examines strategies for implementing this challenging and inspiring mode of learning, teaching and curriculum development. Eight…
Professional identity development: A review of the higher education literature
This study examined the extant higher education literature on the development of professional identities. Through a systematic review approach 20 articles were identified that discussed in some way professional identity development in higher education journals. These articles drew on varied theories, pedagogies and learning strategies; however, most did not make a strong connection to professional identities. Further research is needed to better …
Practice-Based Education: Perspectives and Strategies
Developing intercultural competence and global citizenship through international experiences: Academics’ perceptions
International education is a key priority for Australian universities, government and employer groups. For students, an international professional experience is uniquely placed in providing opportunities for developing intercultural learning, intercultural competence and global citizenship. Employers see graduates with international experiences as interculturally competent, viewing them as proficient in analysing and responding appropriately to c…
Developing professionalism in physiotherapy and dietetics students in professional entry courses
In a context of education focused on skill mastery and graduate-level competence in preparation for professional practice, the notion of professionalism could be reduced to measurable and rules-based concepts, and the values, ethical decision making and professional autonomy that underpin it could be overlooked. Using a blend of hermeneutic phenomenology and discourse analysis, this article explores how professionalism is understood, talked about…
Workplace educators’ interpretations of their assessment practices: A view through a critical practice lens
In this paper, we examine workplace educators’ interpretations of their assessment practices. We draw on a critical practice lens to conceptualise assessment practice as a social, relational and situated practice that becomes critical through critique and emancipation. We conducted semi-structured interviews followed by roundtable discussions with physiotherapy clinical educators in the workplace. Employing a critical hermeneutic approach, data w…
The Academisation of Emerging Professions: Implications for Universities, Academics and Students
Although Australian universities have delivered professional education alongside liberal education since their inception, the more recent introduction of emerging professions into universities' curricula indicates a greater blurring of the boundaries within the higher education sector, where universities are increasingly delivering courses formerly within the realm of technical or further education colleges. This vocationalisation of universities…
Assessment experiences in the workplace: A comparative study between clinical educators’ and their students’ perceptions
With this paper, we contribute to the complex field of assessment of student learning in work placements. The complexity includes the dual role of clinical educators as mentors and assessors, students as pre-accredited practitioners and the diverse purposes of assessment. A philosophical hermeneutic approach was adopted to explore the perceptions and practices of clinical assessments as they were experienced by clinical educators and students of …
Educating the Deliberate Professional
Educating the Deliberate Professional: Preparing for Future Practices
A Critical Imaginal Hermeneutics Approach to Explore Unconscious Influences on Professional Practices: A Ricoeur and Jung Partnership
Professional relationships are at the heart of professional practice. Qualitative studies exploring professional practice relationships are typically positioned in either the social constructivist (interpretive) paradigm where the aim is to explore actors’ subjective understandings of their relationships and relational practices, or in the critical paradigm where the aim is to reveal objective unconscious structures and hidden power plays influen…
Bourdieu and Jung: A Thought Partnership to Explore Personal, Social, and Collective Unconscious Influences on Professional Practices
This paper introduces a thought partnership between Pierre Bourdieu and Carl Jung used to explore clinical play therapists’ understanding and critical reflexivity of unconscious influences on their relational practices with parents. The partnership is situated within a broader methodological partnership between Paul Ricoeur and Jung discussed by the authors in another paper in this issue. The purpose of the Bourdieu and Jung partnership is to des…
Understanding academic teachers’ perceptions of disruptions through the lens of practice architecture
This paper reports on the perceptions of university teachers of two consecutive disruptions: moving to a new learning management system that was immediately followed by the COVID-19 pandemic. The purpose of this research was to understand the role of planned and unplanned disruptions in facilitating or hindering the transformation of teaching practices. Through the lens of practice architecture and five analysis cycles, interview and survey data …
Advancing inclusive practices in higher education: Possibilities and limitations of a social justice professional development course
Research on widening the participation of historically underrepresented university students tends to focus on student preparation and the structural adjustments needed to attract and retain them. Few studies have examined how to prepare university staff for the diversity of students that comes with such widening participation programmes. This paper contributes to this gap by discussing the impact that a professional development course on practisi…
The role of agency in social justice education: Insights from a practising inclusion in higher education micro-credential
Progress towards more inclusive practices and social justice remains high on the agenda of the higher education sector globally. Although there are many professional development offerings for academic teachers, this paper adds to the growing body of research examining what it takes to practise inclusion from a social justice perspective. This study explored the role of agency for academics in a practising inclusion micro-credential. The study was…
Sociology (13 works) · Pedagogy (11 works) · Political science (10 works) · Psychology (9 works) · Engineering ethics (8 works) · Higher education (7 works) · Engineering (6 works) · Social science (6 works) · Epistemology (5 works) · Professional development (5 works)