Karen Marangio
Biographic Data
| ID | 6618689 |
|---|---|
| NAME | Karen Marangio |
| GIVEN NAMES | Karen |
| FAMILY NAME | Marangio |
| SIGNATURE | MARANGIO K |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0003-4780-7955 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Creating effective co-design processes for supporting pre-service teachers on school placement as part of a university-school partnership
Advocated for rich, mutually beneficial programs beyond transactional exchanges. • Emphasized shared knowledge between schools and universities in each context. • Highlighted co-designed, context-oriented pre-placement preparation for PST success. • Identified mindset shifts for schools & universities to foster collaborative growth. • Recognized funding as a catalyst for deeper partnerships & innovative program design. Quality relationships and p…
Creating a reason to read
The complex nature of teaching draws teachers to read so as to satisfy their curiosities, problem-solve and innovate. However, teachers find it challenging to access and learn from educational research findings. Through our work as ‘consultant coaches’ in one Australian school over the duration of one school year, we co-constructed strategies to support teachers in translating insights from professional reading in their classrooms. This article r…
Views across the boundary
School and university partnerships are widely promoted as an effective means to support the preparation of pre-service teachers (PSTs). However, these partnerships are rarely conceived with practicing teachers working in a university context as co-teachers with university teacher educators. School-based co-teachers (SBCTs) (practicing teachers who contribute to Initial Teacher Education (ITE) by teaching alongside university-based teacher educato…
Paradoxes of in-school teacher coaching by outsiders
Taking the most delicate care”
We explore the beginnings of professional coaching/mentoring relationships between teachers and university mentors in an Australian school. Often overlooked, initial steps are crucial, holding the seeds of eventual success or failure. Our mentoring program was undertaken in a large, independent, co-educational school in suburban Melbourne, Victoria. In our constructivist study, underpinned by our desire to explore on the lived experiences of othe…
No prominent works on this page.
Taking the most delicate care”
We explore the beginnings of professional coaching/mentoring relationships between teachers and university mentors in an Australian school. Often overlooked, initial steps are crucial, holding the seeds of eventual success or failure. Our mentoring program was undertaken in a large, independent, co-educational school in suburban Melbourne, Victoria. In our constructivist study, underpinned by our desire to explore on the lived experiences of othe…
Views across the boundary
School and university partnerships are widely promoted as an effective means to support the preparation of pre-service teachers (PSTs). However, these partnerships are rarely conceived with practicing teachers working in a university context as co-teachers with university teacher educators. School-based co-teachers (SBCTs) (practicing teachers who contribute to Initial Teacher Education (ITE) by teaching alongside university-based teacher educato…
Paradoxes of in-school teacher coaching by outsiders
Creating a reason to read
The complex nature of teaching draws teachers to read so as to satisfy their curiosities, problem-solve and innovate. However, teachers find it challenging to access and learn from educational research findings. Through our work as ‘consultant coaches’ in one Australian school over the duration of one school year, we co-constructed strategies to support teachers in translating insights from professional reading in their classrooms. This article r…
Creating effective co-design processes for supporting pre-service teachers on school placement as part of a university-school partnership
Advocated for rich, mutually beneficial programs beyond transactional exchanges. • Emphasized shared knowledge between schools and universities in each context. • Highlighted co-designed, context-oriented pre-placement preparation for PST success. • Identified mindset shifts for schools & universities to foster collaborative growth. • Recognized funding as a catalyst for deeper partnerships & innovative program design. Quality relationships and p…
Pedagogy (5 works) · Psychology (5 works) · Mathematics education (4 works) · Sociology (4 works) · Teacher Education and Leadership Studies (4 works) · Coaching (3 works) · Collaborative Teaching and Inclusion (3 works) · Professional development (3 works) · Political science (2 works) · Qualitative research (2 works)