Teaching

Teaching is a comprehensive text for beginning teachers which focuses on teacher practice, research developments, and helping you become a confident and competent practitioner in a diverse and changing world.

The text identifies the knowledge and skills needed for the teaching and learning process, and also explores the planning, teaching and assessing cycle.

About the Authors

Nina Maadad is a senior lecturer at the University of Adelaide. She coordinated the Bachelor of Teaching program and taught a range of courses in the School of Education including Primary and Secondary Schools Interaction, Issues in Contemporary Education, Introduction to Teaching and Learning and Multicultural Societies and Educational Policies. She has published a number of books, including the following titles: The Education of Arabic Speaking Refugee Children and Young Adults: Education, Employment and Social Inclusion (2021); Syrian Refugee Children in Australia and Sweden: Education and Survival among the Displaced, Dispossessed and Disrupted (2020); Schooling and Education in Lebanon for Syrian and Palestinian Refugees Inside and Outside the Camps (2017); Academic Mobility: International Perspectives on Higher Education Research (2014); and The Adaptation of Arab Immigrants to Australia: Psychological, Social, Cultural and Educational Aspects (2007). Her research interests include identity and marginalisation of new arrivals, refugees, particularly from NASB, across the curricula, culture, education and languages.

Diana Whitton originally trained as a primary school teacher and worked in New South Wales and England. Following graduate study in Australia and the USA, she worked in the tertiary sector at University of Western Sydney, specialising in gifted education, curriculum development, professional practice and Engaged Learning. Diana’s leadership roles at the university included head of the primary teacher education program, coordinating the professional experience, and coordinating the Engaged Learning of graduate students with more than 45 community groups. She was a member of the Starting School Research Project, investigating transitions in school. Her research has informed the publication of teaching and learning books with Cengage and Cambridge University Press. Diana’s work in linking the curriculum to community needs through Engaged Learning also resulted in the publication of another book on service learning.

Dona Martin is a primary school–focused academic whose work centres on holistic approaches to mathematics education, assessment and reporting, as well as curriculum and pedagogical design. Dona’s work history includes regional leadership roles, working with specialist academics, professionals and administration staff across the multiple campuses and schools within the Arts, Social Sciences and Commerce College of La Trobe University. Dona’s research includes a broad area of interests, a strong understanding of coursework and a clear knowledge of pedagogy. Her work to build respect for regional programs and resilience in regional staff is highly valued. In July 2019, Dona Martin retired from La Trobe University.

Sheelagh Daniels-Mayes is a Kamilaroi woman who lectures and researches at the Sydney School of Education and Social Work at the University of Sydney. Sheelagh’s primary focus is Aboriginal education, Indigenous studies and methodologies using the theoretical frameworks of cultural responsiveness and Critical Race Theory. Sheelagh is passionate about developing equitable pathways to, and through, education at all levels.

Denise Wood is the Sub-Dean Academic Development in the Division of Learning & Teaching at Charles Sturt University. Her teaching career spans more than three decades, beginning in the early childhood sector, moving into the school sector and finally in teacher education before working in learning design. During an extended period of time in the School of Teacher Education, Denise led teacher education programs across the primary and early childhood sectors, teaching in the areas of practice, English, gifted education, professional development. As course director she collaboratively designed programs to meet accreditation requirements. Previously, she taught for many years in rural and regional early childhood and primary classrooms, including a specialist classroom for gifted students. Denise’s research interests include gifted education and curriculum development and design.