Jeana Kriewaldt
Biographic Data
| ID | 3063409 |
|---|---|
| NAME | Jeana Kriewaldt |
| GIVEN NAMES | Jeana |
| FAMILY NAME | Kriewaldt |
| SIGNATURE | KRIEWALDT J |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-9991-5504 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Tracking Australian students’ participation in senior secondary geography: Trends and implications for geography’s future
This study examines trends in senior secondary geography participation in Australia from 1998 to 2023, using data from the Longitudinal Surveys of Australian Youth and published senior secondary data. The research reveals a significant decline in geography enrolment nationally, with the proportion of Year 12 students studying geography falling from 8.1% (1998–2017) to 6.2% (2012–2023). Substantial variations exist across jurisdictions, with Weste…
Clinical Judgement in Pre-Service Teacher Education: An Opportunity for Enhanced Professionalism
Clinical models inform initial teacher education programs at several sites globally. Such models, and the term ‘clinical,’ along with related but not synonymous evidence-based forms of teaching, are advocated by some and criticised by others. Advocates emphasise an integration of evidence, theory, and research with contextualised clinical judgement that centres on students and teachers. Critics raise concerns over the privileging of ‘scientific’ …
Narratives of high school teachers’ identity renewal through teaching a new intercultural curriculum subject
Contrary to popular myth, teachers do not simply deliver a ready-made curriculum. Rather, they interpret and make meaning of the curriculum. The introduction of a capabilities dimension in the formal curriculum in Australia invites a case study of curriculum innovation in action. Drawing on Clandinin and Connelly’s narrative inquiry approach, complemented by Aoki’s concept of curriculum-as-lived, we offer an analysis of the dilemmas three teacher…
Exploring beginning teachers’ experiences in a liminal phase: Influential encounters of consequential and authoritative reassurance
The first year of teaching is an exciting time of growth, but it’s not without challenge. This qualitative study investigates how the practice-based experiences of 26 beginning teachers (BTs) in Australasia influenced changes in their view of themselves as teachers during their first year, based on two interviews. Alongside lenses of identity development and resilience commonly used to interrogate this intense formative phase in teachers’ careers…
Insights into an Australian practice-oriented teaching performance assessment for prospective teachers: Benefits and complexities
This research examines the consequences of a mandatory assessment for pre-service teachers in Australia that is completed during their final teaching placement. The Teaching Performance Assessment (TPA) is an analysis of practice that incorporates video of teaching episodes, observation feedback, and analysis of pupils’ work samples. Semi-structured focus groups and surveys were conducted with pre-service teachers and teacher educators to investi…
Comparing teacher beliefs and actions during collaborative geographical inquiry
The importance of between-desk instruction during inquiry-based learning to deepen learning is well recognised in some curriculum areas but remains under-researched in geography. Inquiry-based learning incorporates the use of generative questions and inquiry methods to support student-driven investigations. This paper reports on a study of teacher-student interactions during geography inquiry-based learning. A cross-case fine-grained analysis of …
Creating the Conditions for Geographic Conceptual Development in Post-Primary Students through Collaborative Guided Inquiry
This paper explores the potential for a collaborative guided inquiry task to stimulate geographic thinking using core geographic concepts of ‘location’, ‘distance and direction’, ‘scale’, ‘symbols’, ‘relative location’ and ‘slope and topography.’ The guided inquiry began with a visit to a park, with students then applying geographic thinking to redesign the park in a way that optimised utility for various user groups. The data generated included …
School Geography’s Critical Role for a More Sustainable Future: Powerful Knowledge and Praxis
In this theoretical article we draw on the concepts of powerful knowledge and powerful pedagogies to argue that the school geography curriculum is key to developing structured teaching programmes for students to extend their knowledge and actions for a sustainable future. We argue that geography education uniquely opens up opportunities for action with its focus on place-based, sensory and multimedia experiences, that centre on students’ schools …
Undermining teachers’ social capital: A question of trust, professionalism, and empowerment
The question of professional trust urgently needs closer attention in relation to teacher recruitment and retention, as this research shows it has significant bearing on the symbolic capital that may help to attract, motivate, and sustain high quality teachers. In Australian schools, teachers are frequently subject to initiatives to improve their practice, address their perceived limitations, and hold them accountable for failing students, school…
Examining the nature of teacher interactions in a collaborative inquiry-based classroom setting using a Kikan-Shido lens
Activating and reinforcing graduates’ capabilities: Early lessons learned from a Teaching Performance Assessment
Using collaborative action research to enhance differentiated instruction
Differentiated instruction has been shown to meet the needs of diverse learners, and can meaningfully improve individual student learning, however many teachers find it challenging to implement. This paper reports on a targeted professional development programme which was undertaken as a collaborative action research project. Results show many participants adapted their classroom pedagogy to provide further supports for students through different…
Insights into pedagogical renewal: Examining international pre-service teachers’ changing conceptions of learner-centred education
This article explores pedagogical renewal through an analysis of vignettes from four international pre-service teachers in an initial teacher education programme at an Australian university where learner-centred practices are prioritised. To understand their pedagogical journeys during their course, data was collected through a series of questions and graphic elicitation activities at the start and endpoint of their studies. From this data, vigne…
Multiperspectivism as a threshold concept in understanding diversity and inclusion for future teachers
Undermining teachers’ social capital: A question of trust, professionalism, and empowerment
The question of professional trust urgently needs closer attention in relation to teacher recruitment and retention, as this research shows it has significant bearing on the symbolic capital that may help to attract, motivate, and sustain high quality teachers. In Australian schools, teachers are frequently subject to initiatives to improve their practice, address their perceived limitations, and hold them accountable for failing students, school…
Comparing teacher beliefs and actions during collaborative geographical inquiry
The importance of between-desk instruction during inquiry-based learning to deepen learning is well recognised in some curriculum areas but remains under-researched in geography. Inquiry-based learning incorporates the use of generative questions and inquiry methods to support student-driven investigations. This paper reports on a study of teacher-student interactions during geography inquiry-based learning. A cross-case fine-grained analysis of …
Using collaborative action research to enhance differentiated instruction
Differentiated instruction has been shown to meet the needs of diverse learners, and can meaningfully improve individual student learning, however many teachers find it challenging to implement. This paper reports on a targeted professional development programme which was undertaken as a collaborative action research project. Results show many participants adapted their classroom pedagogy to provide further supports for students through different…
Multiperspectivism as a threshold concept in understanding diversity and inclusion for future teachers
Examining the nature of teacher interactions in a collaborative inquiry-based classroom setting using a Kikan-Shido lens
Activating and reinforcing graduates’ capabilities: Early lessons learned from a Teaching Performance Assessment
Using collaborative action research to enhance differentiated instruction
Differentiated instruction has been shown to meet the needs of diverse learners, and can meaningfully improve individual student learning, however many teachers find it challenging to implement. This paper reports on a targeted professional development programme which was undertaken as a collaborative action research project. Results show many participants adapted their classroom pedagogy to provide further supports for students through different…
Insights into pedagogical renewal: Examining international pre-service teachers’ changing conceptions of learner-centred education
This article explores pedagogical renewal through an analysis of vignettes from four international pre-service teachers in an initial teacher education programme at an Australian university where learner-centred practices are prioritised. To understand their pedagogical journeys during their course, data was collected through a series of questions and graphic elicitation activities at the start and endpoint of their studies. From this data, vigne…
Creating the Conditions for Geographic Conceptual Development in Post-Primary Students through Collaborative Guided Inquiry
This paper explores the potential for a collaborative guided inquiry task to stimulate geographic thinking using core geographic concepts of ‘location’, ‘distance and direction’, ‘scale’, ‘symbols’, ‘relative location’ and ‘slope and topography.’ The guided inquiry began with a visit to a park, with students then applying geographic thinking to redesign the park in a way that optimised utility for various user groups. The data generated included …
School Geography’s Critical Role for a More Sustainable Future: Powerful Knowledge and Praxis
In this theoretical article we draw on the concepts of powerful knowledge and powerful pedagogies to argue that the school geography curriculum is key to developing structured teaching programmes for students to extend their knowledge and actions for a sustainable future. We argue that geography education uniquely opens up opportunities for action with its focus on place-based, sensory and multimedia experiences, that centre on students’ schools …
Undermining teachers’ social capital: A question of trust, professionalism, and empowerment
The question of professional trust urgently needs closer attention in relation to teacher recruitment and retention, as this research shows it has significant bearing on the symbolic capital that may help to attract, motivate, and sustain high quality teachers. In Australian schools, teachers are frequently subject to initiatives to improve their practice, address their perceived limitations, and hold them accountable for failing students, school…
Insights into an Australian practice-oriented teaching performance assessment for prospective teachers: Benefits and complexities
This research examines the consequences of a mandatory assessment for pre-service teachers in Australia that is completed during their final teaching placement. The Teaching Performance Assessment (TPA) is an analysis of practice that incorporates video of teaching episodes, observation feedback, and analysis of pupils’ work samples. Semi-structured focus groups and surveys were conducted with pre-service teachers and teacher educators to investi…
Comparing teacher beliefs and actions during collaborative geographical inquiry
The importance of between-desk instruction during inquiry-based learning to deepen learning is well recognised in some curriculum areas but remains under-researched in geography. Inquiry-based learning incorporates the use of generative questions and inquiry methods to support student-driven investigations. This paper reports on a study of teacher-student interactions during geography inquiry-based learning. A cross-case fine-grained analysis of …
Clinical Judgement in Pre-Service Teacher Education: An Opportunity for Enhanced Professionalism
Clinical models inform initial teacher education programs at several sites globally. Such models, and the term ‘clinical,’ along with related but not synonymous evidence-based forms of teaching, are advocated by some and criticised by others. Advocates emphasise an integration of evidence, theory, and research with contextualised clinical judgement that centres on students and teachers. Critics raise concerns over the privileging of ‘scientific’ …
Narratives of high school teachers’ identity renewal through teaching a new intercultural curriculum subject
Contrary to popular myth, teachers do not simply deliver a ready-made curriculum. Rather, they interpret and make meaning of the curriculum. The introduction of a capabilities dimension in the formal curriculum in Australia invites a case study of curriculum innovation in action. Drawing on Clandinin and Connelly’s narrative inquiry approach, complemented by Aoki’s concept of curriculum-as-lived, we offer an analysis of the dilemmas three teacher…
Exploring beginning teachers’ experiences in a liminal phase: Influential encounters of consequential and authoritative reassurance
The first year of teaching is an exciting time of growth, but it’s not without challenge. This qualitative study investigates how the practice-based experiences of 26 beginning teachers (BTs) in Australasia influenced changes in their view of themselves as teachers during their first year, based on two interviews. Alongside lenses of identity development and resilience commonly used to interrogate this intense formative phase in teachers’ careers…
Tracking Australian students’ participation in senior secondary geography: Trends and implications for geography’s future
This study examines trends in senior secondary geography participation in Australia from 1998 to 2023, using data from the Longitudinal Surveys of Australian Youth and published senior secondary data. The research reveals a significant decline in geography enrolment nationally, with the proportion of Year 12 students studying geography falling from 8.1% (1998–2017) to 6.2% (2012–2023). Substantial variations exist across jurisdictions, with Weste…
Pedagogy (10 works) · Psychology (10 works) · Mathematics education (9 works) · Sociology (9 works) · Educator Training and Historical Pedagogy (7 works) · Computer Science (6 works) · Social science (6 works) · Teacher Education and Leadership Studies (6 works) · Geography Education and Pedagogy (4 works) · Professional development (4 works)