Kristina Turner
Biographic Data
| ID | 5398279 |
|---|---|
| NAME | Kristina Turner |
| GIVEN NAMES | Kristina |
| FAMILY NAME | Turner |
| SIGNATURE | TURNER K |
| AFFILIATIONS | La Trobe University |
| ORCID | 0000-0002-0585-9207 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Exploring how a full-service school could address the needs of an Australian rural community
Rural communities often face systemic disadvantage, particularly in access to health, education and well-being services. This qualitative exploratory case study examines how a Full-Service School (FSS) model could be designed to address the school and community needs of one Australian rural community, as understood by local stakeholders, with particular attention to inclusive education and social justice. Drawing on semi-structured interviews wit…
Stakeholder perceptions and experiences of preservice teachers’ professional readiness
Globally, education reviews have spotlit professional preparation as a policy problem alongside teacher shortages and early career teacher attrition. Our study explored how preservice teacher (PST) engagement and preparation for practice are related in one Australian university, drawing on Kahu and Nelson’s framework of student engagement in the educational interface. Findings show that graduates, mentor teachers, and teacher educators had mismat…
Empowering academics
Hybrid teaching & learning (T&L) environments in higher education are on the rise. This study adopts a qualitative exploratory approach to draw on data from interviews with 15 academics to examine their perspectives of hybrid T&L in a higher education, post COVID-19 context. In a unique application of both the Reset, Restore, Reframe Model (Deloitte & Swinburne Edge) alongside the 2 × 2 (synchronous / asynchronous / collocated / distributed) mode…
Enablers and constraints to teacher educator wellbeing amidst institutional accountability cultures
The work of contemporary teacher educators in university contexts is under increasing political and public scrutiny as the focus on Initial Teacher Education (ITE) reform intensifies. Consequently, there are growing concerns for teacher educators’ wellbeing amidst escalating expectations and pressures. While research has explored the wellbeing of university academics more generally, less is understood about teacher educators more specifically. Th…
How university management decision making affects academic educators’ wellbeing, decision making and ability to change
University policy setting and implementation has the potential to significantly affect the quality and delivery of teaching and learning by effecting academic wellbeing and performance, particularly during times of significant change. Existing research predominately focuses on student wellbeing, largely overlooking academic wellbeing. This article presents a study which illustrates how university decision making can affect academic wellbeing. Fif…
Exploring an Indonesian EFL teacher’s identity development
The Indonesian programme of Pendidikan Profesi Guru (PPG) or the Teacher Professional Education (TPE) best describes a liminal space where its participants transform from uncertified status to certified ones. This paper uses the lens of liminality theory to explore the experience of an Indonesian in-service EFL (English as a Foreign Language) teacher’s identity reconstruction during a liminal period of TPE. The participant’s liminality made her a…
Unravelling the wellbeing needs of Australian teachers
The declining wellbeing of Australian teachers is a longstanding problem, with much attention on retention, stress, burnout, and poor resourcing and conditions that impact wellbeing. Additionally, the COVID-19 pandemic has further illuminated these challenges. This qualitative study aimed to explore Australian teachers’ perceptions of their wellbeing needs with a focus on asking the questions that are often not asked—what is working, what are we …
Raising the social status of teachers
In Australia, concerningly high levels of teacher attrition, and subsequent teacher shortages, have led to calls for improvement in the social status of teachers. In response, this study explored what draws pre-service teachers to the teaching profession in the face of research and media reports that suggest teaching is perceived as a low-status career. Using mixed methods, we surveyed 387 Australian pre-service teachers and found that their prim…
Teacher Educator Wellbeing, Stress and Burnout
Research reveals that due to the intensifying demands of higher education work environments, academic staff are reporting increased levels of burnout and stress and decreasing wellbeing. Teacher educators are academic staff who are involved with teaching and research in the field of Initial Teacher Education (ITE). This scoping review aimed to draw together research about teacher educator wellbeing, stress and burnout, and to identify where there…
Australian teacher stress, well‐being, self‐efficacy, and safety during the Covid‐19 pandemic
The 2020 COVID pandemic radically altered the way in which individuals live and work. For teachers, this entailed a shift in their teaching practice, with large numbers of schools around Australia and the world closing for prolonged periods of time and moving to an “online” format. This required teachers to quickly adapt their teaching practices adding further stress to an already stressful environment. In this article, we examine the relationshi…
Impact of lecturers’ emotional intelligence on students’ learning and engagement in remote learning spaces
Higher education institutions have recently transitioned from face-to-face to online teaching and learning environments. However, academic staff lack sufficient training in applying emotional intelligence (EI) skills and strategies in online learning environments. Although literature addressing academics’ EI is sparse, some studies have suggested that lecturers’ EI greatly influences teaching and learning. This study used the concept of EI to und…
Big ideas in education
Current education paradigms were informed by the classical Newtonian worldview of brain functioning in which the mind is simply the physical activity of the brain, and our thoughts cannot have any effect upon the physical world. However, researchers in the field of quantum mechanics found that the outcomes of certain subatomic experiments are determined by the consciousness of the observer, leading philosophers to propose that the observed and th…
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Big ideas in education
Current education paradigms were informed by the classical Newtonian worldview of brain functioning in which the mind is simply the physical activity of the brain, and our thoughts cannot have any effect upon the physical world. However, researchers in the field of quantum mechanics found that the outcomes of certain subatomic experiments are determined by the consciousness of the observer, leading philosophers to propose that the observed and th…
Impact of lecturers’ emotional intelligence on students’ learning and engagement in remote learning spaces
Higher education institutions have recently transitioned from face-to-face to online teaching and learning environments. However, academic staff lack sufficient training in applying emotional intelligence (EI) skills and strategies in online learning environments. Although literature addressing academics’ EI is sparse, some studies have suggested that lecturers’ EI greatly influences teaching and learning. This study used the concept of EI to und…
Teacher Educator Wellbeing, Stress and Burnout
Research reveals that due to the intensifying demands of higher education work environments, academic staff are reporting increased levels of burnout and stress and decreasing wellbeing. Teacher educators are academic staff who are involved with teaching and research in the field of Initial Teacher Education (ITE). This scoping review aimed to draw together research about teacher educator wellbeing, stress and burnout, and to identify where there…
Australian teacher stress, well‐being, self‐efficacy, and safety during the Covid‐19 pandemic
The 2020 COVID pandemic radically altered the way in which individuals live and work. For teachers, this entailed a shift in their teaching practice, with large numbers of schools around Australia and the world closing for prolonged periods of time and moving to an “online” format. This required teachers to quickly adapt their teaching practices adding further stress to an already stressful environment. In this article, we examine the relationshi…
Exploring an Indonesian EFL teacher’s identity development
The Indonesian programme of Pendidikan Profesi Guru (PPG) or the Teacher Professional Education (TPE) best describes a liminal space where its participants transform from uncertified status to certified ones. This paper uses the lens of liminality theory to explore the experience of an Indonesian in-service EFL (English as a Foreign Language) teacher’s identity reconstruction during a liminal period of TPE. The participant’s liminality made her a…
Unravelling the wellbeing needs of Australian teachers
The declining wellbeing of Australian teachers is a longstanding problem, with much attention on retention, stress, burnout, and poor resourcing and conditions that impact wellbeing. Additionally, the COVID-19 pandemic has further illuminated these challenges. This qualitative study aimed to explore Australian teachers’ perceptions of their wellbeing needs with a focus on asking the questions that are often not asked—what is working, what are we …
Raising the social status of teachers
In Australia, concerningly high levels of teacher attrition, and subsequent teacher shortages, have led to calls for improvement in the social status of teachers. In response, this study explored what draws pre-service teachers to the teaching profession in the face of research and media reports that suggest teaching is perceived as a low-status career. Using mixed methods, we surveyed 387 Australian pre-service teachers and found that their prim…
Stakeholder perceptions and experiences of preservice teachers’ professional readiness
Globally, education reviews have spotlit professional preparation as a policy problem alongside teacher shortages and early career teacher attrition. Our study explored how preservice teacher (PST) engagement and preparation for practice are related in one Australian university, drawing on Kahu and Nelson’s framework of student engagement in the educational interface. Findings show that graduates, mentor teachers, and teacher educators had mismat…
Empowering academics
Hybrid teaching & learning (T&L) environments in higher education are on the rise. This study adopts a qualitative exploratory approach to draw on data from interviews with 15 academics to examine their perspectives of hybrid T&L in a higher education, post COVID-19 context. In a unique application of both the Reset, Restore, Reframe Model (Deloitte & Swinburne Edge) alongside the 2 × 2 (synchronous / asynchronous / collocated / distributed) mode…
Enablers and constraints to teacher educator wellbeing amidst institutional accountability cultures
The work of contemporary teacher educators in university contexts is under increasing political and public scrutiny as the focus on Initial Teacher Education (ITE) reform intensifies. Consequently, there are growing concerns for teacher educators’ wellbeing amidst escalating expectations and pressures. While research has explored the wellbeing of university academics more generally, less is understood about teacher educators more specifically. Th…
How university management decision making affects academic educators’ wellbeing, decision making and ability to change
University policy setting and implementation has the potential to significantly affect the quality and delivery of teaching and learning by effecting academic wellbeing and performance, particularly during times of significant change. Existing research predominately focuses on student wellbeing, largely overlooking academic wellbeing. This article presents a study which illustrates how university decision making can affect academic wellbeing. Fif…
Exploring how a full-service school could address the needs of an Australian rural community
Rural communities often face systemic disadvantage, particularly in access to health, education and well-being services. This qualitative exploratory case study examines how a Full-Service School (FSS) model could be designed to address the school and community needs of one Australian rural community, as understood by local stakeholders, with particular attention to inclusive education and social justice. Drawing on semi-structured interviews wit…
Psychology (8 works) · Sociology (8 works) · Pedagogy (7 works) · Mathematics education (4 works) · Medical education (4 works) · Medicine (4 works) · Political science (4 works) · Qualitative research (4 works) · Teacher education (4 works) · Engineering (3 works)