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Dr Faye McCallum
Position: Associate Dean: Teaching and Learning Dr Faye McCallum
Division/Portfolio: Division of Education, Arts and Social Sciences
School/Unit: School of Education
Campus: Mawson Lakes Campus
Office: G3-10
Telephone: +61 8 830 26675
Fax: +61 8 830 26550
Email: Faye_dot_McCallum_at_unisa_dot_edu_dot_au
URL for Business Card: http://people.unisa.edu.au/Faye.McCallum


Teaching interests

  • Professional Application and Reflection
  • Reflective Practice
  • Wellbeing
  • Child protection Issues
  • Honours Research

I teach the following courses

EDUC 4056Professional Applications and Reflection 4 (Primary, Middle)
EDUC 4055Reflective Practice 3
EDUC 4094Reflective Practice 1
EDUC 4144The Emerging Self: Wellbeing and Identity
EDUC 4119Par 4 Honours: Research Methods and Project (Primary, Middle) Part A
EDUC 4120Par 4 Honours: Research Methods and Project (Primary, Middle) Part B

Professional associations

Australian College of Education

American Educational Research Association and Special Interest Group, Child Advocacy

Australian Teacher Education Association

Australian Association for Research in Education

International Society for Prevention of Child Abuse and Neglect

Qualifications

PhD (Education)

M Ed(Research)

Grad Dip T(Arts)

Dip T(ECE)

Research interests

  • Child Abuse and Neglect Prevention and Intervention
  • Wellbeing
  • Mentoring
  • Teaching Practice
  • Social Justice and Equity

Research publications

McCallum, F. & Prosser, B. (2009) River Journeys: Narrative Accounts of South Australian Pre-service Teachers during Professional Experience. In Eds. Mattos, A.M. Narratives on Teaching & Teacher Education: An International Perspective. Palgrave Macmillan, UK.

McCallum, F. & Carter, B. (2009) Teacher renewal through strategic partnerships in regional areas. Paper presented at SPERA (Society for the Provision of Education in Rural Australia Inc.)conference, July 8 - 10, Adelaide, Australia.

McCallum, F. & Carter, B. (2009) Forging the Way Forward: attracting professionals to regional areas through strategic partnership. Refereed paper presented at AUCEA (Australian Universities Community Engagement Alliance) conference, July 7 - 10, Whyalla, South Australia.

Hammond, C. & McCallum, F. (2009) Interdisciplinarity: Bridging the University and Field of Practice Divide. Australian Journal of Teacher Education. V 34. N. 2, March. pp. 50 - 63.

Stehlik,T., McCallum, F., Hodge, S. & Maher, K. (2009). Scoping report on Southern ICAN. Consultation report to Southern ICAN.

McCallum, F. & Carter, B. (2008) Sustainability and retention of teachers through regional engagement. Paper presented at AARE Conference, Brisbane, Australia

Prosser, B.; McCallum, F.; Milroy, P.; Comber, B. & Nixon, H. (2008) ‘I am smart and I am not joking’: Aiming high in the middle years of schooling. Australian Educational Researcher, Volume 35, No 2. pp 15 - 36

McCallum, F. & Price, D. (2008) Beginning teacher perspectives on wellbeing: the transition to teaching. Education Connect. V 11. pp 6 - 9

McCallum, F. & Carter, B. (2007) Reflections on preservice teacher preparation. AARE Conference, Fremantle, Australia

Hammond, C. & McCallum, F. (2007) "It's like society and environment is the cake and you're not allowed to have it yet, you've got to have your peas and beans first": preparing early graduates as teachers of society & environment. AARE Conference, Fremantle, Australia

McCallum, F. & Burrows, L. (2007) Wellbeing: a core principle on which to base teacher pre-service Program development and delivery. Education Connect. V 8. pp 9 - 11

McCallum, F. & Hammond, C. (2006) Connecting pedagogies and learning. AARE Conference, Adelaide, Australia

McCallum, F; Lucas, B; Paige, K & Hammond, C (2006) Principled Pedagogy. International Middle Years Conference, Adelaide, Australia

McCallum, F. (2005) From text books to ipods ...: the changing role of teachers. Schoolink. V 11. N 3. pp 1 - 2

McCallum, F. (2003) Using Mentored Learning to support pre-service teachers in child protection. NZARE/AARE Conference, Auckland, New Zealand

McCallum, F. & Johnson, B. (2002) Decision-making Processes Used by Teachers in Cases of Suspected Child Abuse & Neglect. APSAC, V.14. N.1

McCallum, F. (2002) Law, Policy, Practice: Is it working for teachers in child protection? AARE, Brisbane, Australia

McCallum, F. & Baginsky, M. (2001) A Comparison Of Pre-Service Training to Identify and Report Suspected Child Abuse and Neglect in Australia and the United Kingdom. (Report No. SP 039 944). ERIC Document Reproduction Service No. ED 452 198

McCallum, F. (2001) Inhibiting and Enabling Factors that Influence Educator Reporting of Suspected Child Abuse and Neglect. In Eds. Berson, I; Berson, M. & Cruz, B. Cross Cultural Perspectives in Child Advocacy. Information Age Inc. CT, USA

McCallum, F. (2001) Cracks in the concrete: the demise of the teacher's role in reporting child abuse and neglect. AARE, Fremantle, Australia

McCallum, F. (2000) Cross-Cultural Perspectives on Educators' Reporting Practices of Maltreatment: An Australian Study. (Report No. CG-029-975). ERIC Document Reproduction Service No. ED 441 184

Reid, A; McCallum, F. & Dobbins, R. (1998) Teachers as Political Actors. Asia-Pacific Journal of Teacher Education. V. 26. N. 3. pp. 247-259

Expertise for Media Contact

I am able to provide media comment in the following areas of expertise:

Discipline: Education

  • Education
  • Teacher Education
  • Child Protection Issues
  • Mandatory Notification
  • Mentoring
  • Wellbeing

Community Service

Organisation Name:   Teachers Registration Board of South Australia
Type of Organisation:   Government Board or committee
Level of involvement:   Board member
Year from:   2002
Year to:   2003

Research Degree Supervisor

Faye McCallum completed her PhD through the University of South Australia in 2000. Her thesis topic was: The Effectiveness of Training as Professional Development: Teachers as Mandated Notifiers of Child Abuse and Neglect. This research, and other research projects, used an interpretive methodology of qualitiative and quantitative approaches. Recent research interests are 'children at risk', wellbeing and child advocacy. Faye also has extensive experience in teacher education, particularly mentoring and practicum.



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