Colleen Vale
Biographic Data
| ID | 5398723 |
|---|---|
| NAME | Colleen Vale |
| GIVEN NAMES | Colleen |
| FAMILY NAME | Vale |
| SIGNATURE | VALE C |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0002-9070-7071 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The development of Indonesian pre-service teachers’ mathematical content knowledge during lesson study
A framework of subject-specific expertise for out-of-field teachers
While teaching is a learning profession, learning to teach out-of-field (OOF) places subject-specific demands on teacher knowledge, practice and identity. Using Shulman's ‘signature pedagogies,’ we examine what OOF teachers need to know (thinking), do (performing), and be (identity). Through collaborative research, nine teacher educators from various disciplines identified pertinent themes leading to a framework of subject-specific expertise. The…
The practices of middle leaders of mathematics
Leading school mathematics is a complex task and the responsibilities and activities involved are not always clearly defined. School mathematics leaders (SML) in Australian schools are often expected to lead improvement in mathematics teaching and learning. Previous research typically focuses on the qualities of effective leaders rather than the practices of SMLs. Investigated in this study were the goals and activities of Victorian primary (elem…
Challenging the Representations and Assumptions of Out-of-Field Teaching
Engagement with a formative assessment rubric
No prominent works on this page.
Challenging the Representations and Assumptions of Out-of-Field Teaching
Engagement with a formative assessment rubric
The practices of middle leaders of mathematics
Leading school mathematics is a complex task and the responsibilities and activities involved are not always clearly defined. School mathematics leaders (SML) in Australian schools are often expected to lead improvement in mathematics teaching and learning. Previous research typically focuses on the qualities of effective leaders rather than the practices of SMLs. Investigated in this study were the goals and activities of Victorian primary (elem…
A framework of subject-specific expertise for out-of-field teachers
While teaching is a learning profession, learning to teach out-of-field (OOF) places subject-specific demands on teacher knowledge, practice and identity. Using Shulman's ‘signature pedagogies,’ we examine what OOF teachers need to know (thinking), do (performing), and be (identity). Through collaborative research, nine teacher educators from various disciplines identified pertinent themes leading to a framework of subject-specific expertise. The…
The development of Indonesian pre-service teachers’ mathematical content knowledge during lesson study
Mathematics Education and Teaching Techniques (4 works) · Mathematics education (3 works) · Psychology (3 works) · Teacher Education and Leadership Studies (3 works) · Collaborative Teaching and Inclusion (2 works) · Computer Science (2 works) · Pedagogy (2 works) · Political science (2 works) · Analogical reasoning (1 work) · Analytic reasoning (1 work)