Robyn Brandenburg
Biographic Data
| ID | 4605907 |
|---|---|
| NAME | Robyn Brandenburg |
| GIVEN NAMES | Robyn |
| FAMILY NAME | Brandenburg |
| SIGNATURE | BRANDENBURG R |
| AFFILIATIONS | Federation University |
| ORCID | 0000-0002-2903-8980 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Former teachers who return to the profession
As teacher shortages continue to be a significant concern for education globally, encouraging former teachers to return to the classroom has been identified as one strategy to address workforce needs. Beneficial in that returning teachers can bring their experience and expertise back to the profession and boost teacher workforce numbers, some countries have implemented schemes to incentivise their return to the classroom. Despite the benefits tha…
Inside the game of teacher education
Teacher education is constantly scrutinised, both nationally and globally, although the voices of those who work inside this complex field are often silenced. Similarly, the simplistic understandings and politicised discourses that endeavour to both rationalise and dominate the argument often negate the inherent human and social activities that underpin teacher education. In this article, we focus on teacher educators’ experiences to explore how …
Putting a stake in the ground
Foundational principles for the academic profession in the context of greater systemic accountability
The impact of global systemic changes over 40 years in higher education (HE) have typically focussed on efficiency, cost-reduction and the needs of the economy. This has usually involved ‘command and control’ change processes and corporate accountability practices aimed at reducing university autonomy and bringing academics under greater institutional control. We draw on systems research to consider factors related to the effectiveness of a HE sy…
Former teachers’ perceptions of post-teaching career job satisfaction
Making teacher educators’ experiences visible
The field of teacher education is subject to intense scrutiny and policy reform and within this context, the voices of those working within the field are often marginalised. Drawing on our larger study of teacher educators, we addressed the key research question: “How do those who work in the field of teacher education articulate and represent the nature of their work?.” Using a fusion of arts-based and data science research methods and the theor…
‘I left the teaching profession … and this is what I am doing now’
Current teacher attrition in Australia and globally has created an untenable situation for many schools, teachers and the profession. This paper reports on research that examined the critical issue of teacher attrition from the perspective of former classroom teachers and school leaders. Although there is extensive national and global research related to teacher shortages and intentions to leave the teaching profession, minimal research has sough…
Experienced teacher educators hunting assumptions to examine their pedagogy
The research presented in this article focuses on an international collaboration conducted by four experienced teacher educators who used assumption identification and examination to advance pedagogical practice. It describes and examines how teacher educators deliberately undertook reflective practices to inform and enhance teaching. Four vignettes are described and analyzed— Practica woes and Modelling practice —and examined using the simple, c…
Navigating the neo-academy
Across the world, many university-based early career researchers (ECRs) are experiencing an unprecedented intensification of research expectations on transition from doctoral research to academic life. Countries such as Australia have put into place national frameworks of research excellence to remain globally competitive. Pressure on universities to elevate global research rankings has soared, with many regional universities and disciplines such…
A Study of Teacher Educators’ Work
Using pedagogical confrontations as a lens for a study of teacher educator work, we identify the way that teacher educator practice is mediated by teacher educator values and beliefs. We highlight the ways that an examination of these confrontations provides greater understanding of the pedagogy, practice, and decision-making of teacher educators and contend that analysis of practice is vital to revealing the complexity of teacher educator work
The genesis, development and implementation of an interdisciplinary university Cross-School Research Group
This article examines the genesis, development and implementation of an interdisciplinary university cross-school research group (three individual schools) at Federation University in Australia. This CSRG is a consequence of both local and national calls for interdisciplinarity in university research and a direct response to the revised Strategic Goals and Policy document at Federation University. Using a conceptual framework based on a treatise …
The genesis, development and implementation of an interdisciplinary university Cross-School Research Group
This article examines the genesis, development and implementation of an interdisciplinary university cross-school research group (three individual schools) at Federation University in Australia. This CSRG is a consequence of both local and national calls for interdisciplinarity in university research and a direct response to the revised Strategic Goals and Policy document at Federation University. Using a conceptual framework based on a treatise …
Experienced teacher educators hunting assumptions to examine their pedagogy
The research presented in this article focuses on an international collaboration conducted by four experienced teacher educators who used assumption identification and examination to advance pedagogical practice. It describes and examines how teacher educators deliberately undertook reflective practices to inform and enhance teaching. Four vignettes are described and analyzed— Practica woes and Modelling practice —and examined using the simple, c…
Navigating the neo-academy
Across the world, many university-based early career researchers (ECRs) are experiencing an unprecedented intensification of research expectations on transition from doctoral research to academic life. Countries such as Australia have put into place national frameworks of research excellence to remain globally competitive. Pressure on universities to elevate global research rankings has soared, with many regional universities and disciplines such…
A Study of Teacher Educators’ Work
Using pedagogical confrontations as a lens for a study of teacher educator work, we identify the way that teacher educator practice is mediated by teacher educator values and beliefs. We highlight the ways that an examination of these confrontations provides greater understanding of the pedagogy, practice, and decision-making of teacher educators and contend that analysis of practice is vital to revealing the complexity of teacher educator work
Making teacher educators’ experiences visible
The field of teacher education is subject to intense scrutiny and policy reform and within this context, the voices of those working within the field are often marginalised. Drawing on our larger study of teacher educators, we addressed the key research question: “How do those who work in the field of teacher education articulate and represent the nature of their work?.” Using a fusion of arts-based and data science research methods and the theor…
‘I left the teaching profession … and this is what I am doing now’
Current teacher attrition in Australia and globally has created an untenable situation for many schools, teachers and the profession. This paper reports on research that examined the critical issue of teacher attrition from the perspective of former classroom teachers and school leaders. Although there is extensive national and global research related to teacher shortages and intentions to leave the teaching profession, minimal research has sough…
Putting a stake in the ground
Foundational principles for the academic profession in the context of greater systemic accountability
The impact of global systemic changes over 40 years in higher education (HE) have typically focussed on efficiency, cost-reduction and the needs of the economy. This has usually involved ‘command and control’ change processes and corporate accountability practices aimed at reducing university autonomy and bringing academics under greater institutional control. We draw on systems research to consider factors related to the effectiveness of a HE sy…
Former teachers’ perceptions of post-teaching career job satisfaction
Former teachers who return to the profession
As teacher shortages continue to be a significant concern for education globally, encouraging former teachers to return to the classroom has been identified as one strategy to address workforce needs. Beneficial in that returning teachers can bring their experience and expertise back to the profession and boost teacher workforce numbers, some countries have implemented schemes to incentivise their return to the classroom. Despite the benefits tha…
Inside the game of teacher education
Teacher education is constantly scrutinised, both nationally and globally, although the voices of those who work inside this complex field are often silenced. Similarly, the simplistic understandings and politicised discourses that endeavour to both rationalise and dominate the argument often negate the inherent human and social activities that underpin teacher education. In this article, we focus on teacher educators’ experiences to explore how …
Pedagogy (9 works) · Sociology (9 works) · Psychology (8 works) · Teacher Education and Leadership Studies (7 works) · Mathematics education (6 works) · Political science (5 works) · Collaborative Teaching and Inclusion (4 works) · Teacher education (4 works) · Innovative Education and Learning Practices (3 works) · Teacher Professional Development and Motivation (3 works)