Prof. Jennifer Gore
|Work Phone||(02) 4921 6864|
|Fax||(02) 4921 6987|
School of Education
The University of Newcastle, Australia
|Office||HA78, Hunter Building|
I began my career in education as a secondary physical education teacher in South Australia and subsequently completed a Masters degree at the University of British Columbia, Canada (1983), and PhD at the University of Wisconsin-Madison, USA (1990). My educational interests have consistently centred on issues to do with the quality of teaching and learning, and have ranged across such topics as teacher socialisation, alternative pedagogy, power relations in teaching, reform in teacher education, and pedagogical reform.
I have been involved in and/or managed several large research grants, including ARC Large Grants on power relations in pedagogy (1992-94) and educational governance and social inclusion and exclusion 1998-2000) (with Ladwig and Lingard); an Education Queensland grant (1998-2000) (with Ladwig, Luke, and Lingard); a DEST grant (2001-02) on the preparation of teachers in literacy and numeracy education (with Louden, et.al) (Newcastle portion); an ARC Linkage Grant (2004-07) on the relationships between professional development, pedagogy, and achievement with the NSW DET (with Ladwig, Griffiths and Amosa); a Carrick Institute Grant (2007-8) on improving assessment in higher education (with Amosa, Ladwig, Griffiths, and Parkes) ; and, an ARC Linkage Grant (2009-12) on effective implementation of pedagogical reform (with Amosa).
I have sat on the Advisory Board for other DEST-funded studies, have been an ARC grant assessor, have assessed research grant applications for key schemes in Portugal and the United States. I have reviewed more than 100 articles for a range of international journals since 1997. My research work, particularly in reform of teaching and teacher education, has led to significant consultancy across government, catholic and independent school systems, especially in NSW, South Australia, the ACT and Queensland.
My role as a leading academic in teacher education led to my appointment in 2003 as Associate Editor for Teaching and Teacher Education: An International Journal of Research and Studies (2003 to 2010) and my broader academic standing led to appointments on the Editorial Boards of the Australian Journal of Education and Sport, Education and Society. I have been on the Executive of the Australian Association for Research in Education (2001) and the Australian Council of Deans of Education (2000- 2002), was President of the NSW Teacher Education Council (2000-2002), and was the sole teacher educator on the NSW Teacher Education Review Taskforce (2001).
My major books are published with Routledge (New York and London) and most of my book chapters are in volumes that bring together leaders in the field and are published by such highly respected publishers as Teachers College Press, Falmer, Macmillan, Routledge and Sense. My journal publications are located in a range of mainly A*, A and B ranked journals, including Journal of Teacher Education, Cambrigde Journal of Education, International Studies in the Sociology of Education, Teaching and Teacher Education, Teachers and Teaching and Asia Pacific Journal of Teacher Education.
Research activity also underpinned a Citation for Outstanding Contribution to Student Learning by the Carrick Institute, 2007, awarded to me and James Ladwig for sustained excellence and leadership in transforming teaching and learning in teacher education through the development of innovative conceptual frameworks and resources. We were also granted funding for an ALTC priority project on Quality Assessment in the Social Sciences, recently completed. (See report available at http://www.altc.edu.au/resource-quality-assessment-linking-assessment-tasks-and-teaching-outcomes-social-sciences-uon
- PhD, University of Wisconsin - USA, 1990
- Master of Physical Education, University of British Columbia - Canada, 1984
- Bachelor of Education, Adelaide College of the Arts and Education, 1981
- Diploma of Teaching, Adelaide College of the Arts and Education, 1980
- pedagogical reform
- social theory and education
- teacher development
- teacher education reform
- teacher socialisation
Specialist studies in education, Curriculum and pedagogy.
Professor Jenny Gore's research interests have consistently focussed on the quality of teaching and learning, teacher socialisation, alternative pedagogy, power relations in teaching, reform in teacher education and pedagogical reform. Professor Gore was a member of the research team that generated the concept of Productive Pedagogy and, with Associate Professor James Ladwig, was co-author of the NSW model of pedagogy known as Quality Teaching. Professor Gore is Associate Editor of the international journal Teaching and Teacher Education and has held positions as President of the NSW Teacher Education Council, Executive member of the Australian Council of Deans of Education, and Research Training Coordinator for the Australian Association for Research in Education. Major books include The Struggle for Pedagogies: Critical and feminist discourses as regimes of truth and Feminisms and Critical Pedagogy (edited with Carmen Luke). Professor Gore has also published numerous articles and chapters, and several works have been translated into other languages. Professor Gore has held a number of large and small research grants and acted in an advisory capacity for other research initiatives.
Fields of Research
|130200||Curriculum And Pedagogy||40|
|130300||Specialist Studies In Education||40|
|139999||Education Not Elsewhere Classified||20|
- Editorial Board Member - Australian Journal of Education
- Editorial Board Member - Sport, Education and Society
- Associate Editor - Teaching and Teacher Education
NSW Teacher Education Council (Australia)
|01/07/2000 - 01/07/2002|
sole teacher educator
Teacher Education Review Taskforce (Australia)
|01/03/2001 - 01/12/2001|
Improving pedagogy: challenges of moving teachers toward higher levels of quality teaching
International Study Association on Teachers and Teaching, Australia (Conference Presentation - non published.)
Interrupting discourses, reshaping practices: Thinking big in teacher education.
Changing Agendas in Teacher Education Conference, UNE, Australia (Conference Presentation - non published.)
The Quality Teaching framework: Raising the bar
ACHPER International conference, Australia (Conference Presentation - non published.)
- power and pedagogy
- sociology of education
- teacher supervision and mentoring