Dr Tony Loughland

Senior Lecturer

BTeach UTS Sydney 1994

B.Ed (hons)UTS Sydney 1998

PhD UTS Sydney 2007

School of Education

Contact

9385 8390
F20.127 Goodsell Building
Kensington Campus
Fields: Teacher Education and Professional Development of Educators
Tags: Teacher and Instructor Development

Tony Loughland is Academic Director of Professional Experience in the School of Education at the University of New South Wales. His research interests lie in teacher professional learning across the continuum from graduate to lead teacher. Tony is an experienced educator who likes to work from practice to theory and back again. His current interest lies in the examination of the operational applicability of teacher collective efficacy to teacher professional learning.

Publications

    Books

    • Loughland T, 2019, Teacher Adaptive Practices Extending Teacher Adaptability into Classroom Practice, Springer

    Book Chapters

    • Pei M;Loughland T;Wei J;Nguyen H, 2019, 'Building Teachers’ Collective Efficacy: An Insight from a Language Teacher Education Program in China.', in Second Handbook of English Language Teaching, http://dx.doi.org/10.1007/978-3-319-58542-0_61-1
    • Nguyen HT M;Loughland T, 2017, 'Boundary objects and brokers in professional experience: An activity theory analysis', in Ambrosetti A; Capeness R; Kriewaldt J; Rossison D (ed.), Educating teachers: Innovative perspectives in professional experience, Springer, Singapore:, pp. 50 - 71
    • Loughland T, 2009, 'Enhancing Communication with Effective Resources', in Ewing R; Lowrie T; Higgs J (ed.), Teaching and Communicating. Rethinking Professional Experiences, Oxford University Press, Melbourne
    • Walker K;Loughland T, 1998, 'Is this an Instruction Manual? An Introduction to Social Theory', in Sociology of Education, Possibilities and Practices, pp. 3 - 14

    Journal articles

    • Loughland T;Alonzo D, 2018, 'Teacher adaptive practices: Examining links with teacher self-efficacy, perceived autonomy support and teachers’ sense of adaptability', Educational Practice and Theory, vol. 40, pp. 55 - 70, http://dx.doi.org/10.7459/ept/40.2.04
    • Nguyen HT M;Loughland T, 2018, 'Pre-service teachers’ construction of professional identity through peer collaboration during professional experience: a case study in Australia', Teaching Education, vol. 29, pp. 81 - 97, http://dx.doi.org/10.1080/10476210.2017.1353965
    • Ellis NJ;Loughland T, 2017, '‘Where to next?’ Examining feedback received by teacher education students', Issues in Educational Research, vol. 27, pp. 51 - 63
    • Loughland T;Vlies P, 2016, 'The validation of a classroom observation instrument based on the construct of teacher adaptive practice', Educational and Developmental Psychologist, vol. 33, pp. 163 - 177, http://dx.doi.org/10.1017/edp.2016.18
    • Loughland T;Ellis NJ, 2016, 'A common language? the use of teaching standards in the assessment of professional experience: Teacher education students' perceptions', Australian Journal of Teacher Education, vol. 41, pp. 56 - 69, http://dx.doi.org/10.14221/ajte.2016v41n7.4
    • Loughland T;Thompson G, 2016, 'The problem of simplification: think-tanks, recipes, equity and ‘Turning around low-performing schools’', Australian Educational Researcher, vol. 43, pp. 111 - 129, http://dx.doi.org/10.1007/s13384-015-0190-3
    • Loughland T;Nguyen HT M, 2016, 'Using the instructional core to implement a professional learning programme for primary science teachers in Australia: teacher learning and student skill outcomes', Teacher Development, vol. 20, pp. 498 - 520, http://dx.doi.org/10.1080/13664530.2016.1164748
    • Ellis NJ;Loughland T, 2016, 'The challenges of practitioner research: A comparative study of Singapore and NSW', Australian Journal of Teacher Education, vol. 41, pp. 122 - 136, http://dx.doi.org/10.14221/ajte.2016v41n2.8
    • Ginns P;Loughland A;Tierney RJ;Fryer L;Amazan R;McCormick A, 2015, 'Evaluation of the Learning to Teach for Social Justice–Beliefs Scale in an Australian context', Higher Education Research & Development, vol. 34, pp. 311 - 323, http://dx.doi.org/10.1080/07294360.2014.956701
    • Loughland T;Kilpatrick L, 2015, 'Formative assessment in primary science', Education 3-13, vol. 43, pp. 128 - 141, http://dx.doi.org/10.1080/03004279.2013.767850
    • Loughland T;Sriprakash A, 2014, 'Bernstein revisited: the recontextualisation of equity in contemporary Australian school education', British Journal of Sociology of Education, pp. 1 - 18, http://dx.doi.org/10.1080/01425692.2014.916604
    • Loughland T;Bowen M, 2012, 'ACTION RESEARCH BUILT ON UNCERTAIN FOUNDATIONS: THE INTERNSHIP AND ACTION-RESEARCH IN A GRADUATE TEACHING DEGREE', MCGILL JOURNAL OF EDUCATION, vol. 47, pp. 345 - 358, http://dx.doi.org/10.7202/1014863ar
    • Loughland T, 2012, 'PROROFESSIONAL LEARNING IN PURSUIT OF THE COMMON GOOD: A DISCUSSION OF THE ROLE OF DEMONSTRATION SCHOOLS IN TEACHER EDUCATION', MCGILL JOURNAL OF EDUCATION, vol. 47, pp. 53 - 68, http://dx.doi.org/10.7202/1011666ar
    • Loughland T, 2012, 'Teacher Professional Learning in Pursuit of the Common Good: A Discussion of the Role of Demonstration Schools in Teacher Education', McGill Journal of Education, vol. 47, pp. 53 - 68, http://mje.mcgill.ca/index.php/MJE/article/view/8845
    • Kilpatrick L;Loughland T, 2012, 'Looking for the Interactive in IWBs: critical literacy and pedagogical interactivity in a year one classroom', Scan, vol. 31, http://scan.nsw.edu.au/
    • Walker K;Loughland T, 2003, 'The Socio-cultural Influences on Environmental Understandings of Australian School Students: A response to Rickinson', Environmental Education Research, vol. 9, pp. 227 - 239, http://dx.doi.org/10.1080/13504620303475
    • Loughland T;Meyenn B, 2003, 'Information technology across the teacher education curriculum: more claims than evidence [Paper in: Transformations in Education: Innovations in Teacher Education, Horsley, Mike and Groundwater-Smith', Change (Sydney, NSW), vol. 6, pp. 102
    • Loughland T;Reid A;Walker KI M;Petocz P, 2003, 'Factors Influencing Young People's Conceptions of Environment', Environmental Education Research, vol. 9, pp. 3 - 19, http://dx.doi.org/10.1080/13504620303471
    • Loughland T;Reid A;Petocz P, 2002, 'Young people's conceptions of environment: a phenomenographic analysis', Environmental Education Research, vol. 8, pp. 187 - 197, http://dx.doi.org/10.1080/13504620220128248
    • Walker K;Loughland T;Brady L;Petocz P;Reid A, 2001, 'What do children think about the environment and where do their ideas come from? A study of the socio-cultural influences on environmental understandings of Australian schoolchildren', American Educational Research Association Annual Conference, Seattle, April

Honours and prizes

  • Erasmus Teaching Fellowship Award Feb 2019
  • UNSW Arc Postgraduate Research Supervision Award Nov 2018

Grants

Engagement and Professional contributions

  • Chair ofNSW Council of Deans of Education mentoring working party responsible for project management of the development, production and curation of assessment resources for the supervision of teacher education students across NSW. The budget for the project was 276K. The project will feature in an upcoming AITSL showcase video of best practice in cooperation between ITE providers in NSW.

  • The successful NSWCDE website project has segued into a 109K proposal examining the role of the school professional experience coordinator in the quality assurance of professional experience in teacher education across hub schools

  • Inaugural memberof the Big Schools Network. The Big School Network (BSN) is a professional learning alliance of primary schools with very large enrolments in excess of 1000 students. It was established in 2018. The network reached out to the School of Education at UNSW to jointly develop a professional learning program for emerging leaders in these big primary schools. This professional learning program was evaluated by an associated research study conducted by Professor Mary Ryan from Macquarie University and myself. The Big Schools Network also has regular meetings for principals where university partners such as UNSW are invited to share and contribute knowledge where applicable. The BSN provides an ideal environment for educational collaboration in research and innovative practices in leadership and pedagogy.
  • Member of ATEA national executive
  • Worked with the UNSW Gonski Institute of Education in 2019 deliveringtwo professional learning presentations and the development of a research proposal on school staffing in collaboration with Tracy Durksen
  • Led the School of EducationHub-Schools partnership program through the development and delivery of mentoring courses, the successful implementation of the INSTEP program and managed the empowering of our school-based colleagues in the professional experience component of our ITE programs

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