Miriam Ham
Biographic Data
| ID | 4436709 |
|---|---|
| NAME | Miriam Ham |
| GIVEN NAMES | Miriam |
| FAMILY NAME | Ham |
| SIGNATURE | HAM M |
| AFFILIATIONS | Central Queensland University |
| ORCID | 0000-0002-3337-299X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The impact of secondment on the development of teacher agency
The secondment of practicing teachers from their classrooms to an alternative work setting or role is common practice worldwide. There is evidence that the process of secondment has an impact on the knowledge, skill level and career development, however, evidence as to how such secondments influence teacher’ agency, both during the secondment and on their return to school is less prevalent. This article explores the reflections of two primary sch…
Using teachers’ prior knowledge as the foundation for collaborative policy development
Too often international policies, such as the OECD PISA Global Competence framework, are incorporated into domestic education policies without consultation with school leaders or classrooms teachers. This “top down” approach means the educators are often obliged to implement policies they may not fully understand or have the professional learning to implement successfully. This paper draws from research that explored an alternative approach where…
Operationalising global education in teacher education and training
Despite a growing international consensus that students need to be provided with the type of education that effectively prepares them to engage in and contribute to their globalised world, and that teachers need to be appropriately trained to facilitate this teaching and learning, ‘global education’ continues to be hindered by a lack of clarity and/or credibility. Contributing substantially to this issue is the use of a variety of terminologies, …
Understanding Biesta's three purposes of education
The purpose of ‘doing’ education is often unconsidered or assumed in educational thinking and practice, despite the diversity of understandings. Gert Biesta's perspective that education has a threefold purpose of qualification, socialisation and subjectification is among the most known. However, the interpretation of Biesta's thinking is challenging, namely, due to intrinsic complexity and contradiction between the domains of purpose and a loose …
Transitioning to Tertiary
This collaborative autoethnography examines the shifting identities of the authors who were previously high school teachers and who transitioned to tertiary teaching. Through journaling and transcribed discussions, they unearthed deep-seated conflicts with their identity as teachers and their developing identity as academics. The authors’ analysis revealed conflicts between their values as school teachers and neoliberal university values, and the…
The (in)visibility of pedagogical practices
This paper reports the findings of a meta-synthesis of studies which investigated the ways in which teachers described their pedagogical practices in three different contexts: the Maldives, Australia and Nepal. Each of the studies was focused on making teachers’ classroom practices visible in an effort to establish a shared language and understanding of practices relevant to context. We were interested in what teachers say about their teaching pr…
School Strike 4 Climate
In June 2020, an Australian Curriculum (AC) review was announced, particularly regarding content crowding in primary years, flexibility and deep understanding of core concepts. The language of the announcement highlighted again the ‘competing-priorities’ discourse that suggests a disjuncture between focusing on fundamental knowledge and skills of literacy and numeracy and providing opportunities to develop broader conceptual understandings and sk…
Nepali primary school teachers’ response to national educational reform
What role do teachers' beliefs play in the implementation of educational reform
What role do teachers' beliefs play in the implementation of educational reform
School Strike 4 Climate
In June 2020, an Australian Curriculum (AC) review was announced, particularly regarding content crowding in primary years, flexibility and deep understanding of core concepts. The language of the announcement highlighted again the ‘competing-priorities’ discourse that suggests a disjuncture between focusing on fundamental knowledge and skills of literacy and numeracy and providing opportunities to develop broader conceptual understandings and sk…
Nepali primary school teachers’ response to national educational reform
The (in)visibility of pedagogical practices
This paper reports the findings of a meta-synthesis of studies which investigated the ways in which teachers described their pedagogical practices in three different contexts: the Maldives, Australia and Nepal. Each of the studies was focused on making teachers’ classroom practices visible in an effort to establish a shared language and understanding of practices relevant to context. We were interested in what teachers say about their teaching pr…
Operationalising global education in teacher education and training
Despite a growing international consensus that students need to be provided with the type of education that effectively prepares them to engage in and contribute to their globalised world, and that teachers need to be appropriately trained to facilitate this teaching and learning, ‘global education’ continues to be hindered by a lack of clarity and/or credibility. Contributing substantially to this issue is the use of a variety of terminologies, …
Understanding Biesta's three purposes of education
The purpose of ‘doing’ education is often unconsidered or assumed in educational thinking and practice, despite the diversity of understandings. Gert Biesta's perspective that education has a threefold purpose of qualification, socialisation and subjectification is among the most known. However, the interpretation of Biesta's thinking is challenging, namely, due to intrinsic complexity and contradiction between the domains of purpose and a loose …
Transitioning to Tertiary
This collaborative autoethnography examines the shifting identities of the authors who were previously high school teachers and who transitioned to tertiary teaching. Through journaling and transcribed discussions, they unearthed deep-seated conflicts with their identity as teachers and their developing identity as academics. The authors’ analysis revealed conflicts between their values as school teachers and neoliberal university values, and the…
The impact of secondment on the development of teacher agency
The secondment of practicing teachers from their classrooms to an alternative work setting or role is common practice worldwide. There is evidence that the process of secondment has an impact on the knowledge, skill level and career development, however, evidence as to how such secondments influence teacher’ agency, both during the secondment and on their return to school is less prevalent. This article explores the reflections of two primary sch…
Using teachers’ prior knowledge as the foundation for collaborative policy development
Too often international policies, such as the OECD PISA Global Competence framework, are incorporated into domestic education policies without consultation with school leaders or classrooms teachers. This “top down” approach means the educators are often obliged to implement policies they may not fully understand or have the professional learning to implement successfully. This paper draws from research that explored an alternative approach where…
Pedagogy (6 works) · Psychology (6 works) · Political science (5 works) · Sociology (5 works) · Global Educational Policies and Reforms (4 works) · Mathematics education (4 works) · Global Education and Multiculturalism (3 works) · Curriculum (2 works) · Education Systems and Policy (2 works) · Educator Training and Historical Pedagogy (2 works)