Dr Judy Peters

• Reflective Practice in Teaching
• Student teacher learning in the practicum
• Teaching in Non School Settings
• Teacher Professional Development
• Qualitative Research Methods

Australian Association for Research in Education

B.Ed

Grad. Dip. Ed. (Literacy and Language Education)

M. Ed. (Literacy and Language Education)

PhD

• Early careeer teaching
• Professional development
• Leading educational change
• School/univeristy partnerships
• Student teacher learning in the practicum
• Currently working in the Learning to Learn Initiative (DECS)
• CURRENT RESEARCH PROJECT Addressing the teacher exodus: Enhancing early career teacher resilience and retention in changing times - ARC Linkage Grant 2008 - 2012 (with Profesor Bruce Johnson; Professor Barry Down; Dr Rosie Le Cormu; Dr Anna Sullivan; Dr Jane Pearce; Ms Janet Hunter) The first few years of teaching are difficult for many teachers. Yet research into the 'problems' of beginning teachers is nearly exhausted. Few new idea about how to address these 'problems' are emerging. There is a need for a new generation of collaborative research that investigates how beginning teacher develop resilience and sustain their commitment to teaching. Therefore, this project will find out how early career teachers deal with threats to their wellbeing. It will identify what internal strengths and external strategies promote teacher resilience. It will provide the evidence base for interventions that will increase teacher commitment and reduce teacher attrition.

Peters, J. & Le Cornu, R. (in press) School Leaders' Use of Emotional Literacy to Manage Transition, in Emotional Literacy, Icfai (Institute of Chartered Financial Analysts of India) University Press.

Le Cornu, R. & Peters, J.(2009) Sustaining School-university Collaboration for Reciprocal Learning, International Journal of Learning, 16 (9), 231-246

Peters, J. (2009) Sustaining Student Teachers' Commitment: The role of first practicum experiences. 2008 AARE Conference Proceedings

Peters, J. & Le Cornu, R. (2008) Leading Educational Redesign, International Journal of Learning, 15 (4), 99-110

Peters, J. & Le Cornu, R. (2008) Project Leadership for Educational Redesign. 2007 AARE Conference Proceedings

Peters, J. (2007) Engaging Student Teachers through the Development and Presentation of Problem-based Scenarios. 2006 AARE Conference Proceedings

Peters, J. & Le Cornu (2007) Successful Early Career Teaching: More than Engaging Pedagogy. 2006 AARE Conference Proceedings

Peters, J. & Le Cornu, R. (2006) School Leaders' Use of Emotional Literacy to Manage Transiiton, International Journal of Learning, 12 (4)

Peters, J. & Le Cornu, R. (2006) Co-constructing Transformational Leadership in New Settings, Leadership in Focus, Spring (3), pp 26-29.

Peters, J. & Le Cornu, R. (2006) “Exploring Perceptions of Successful Early Career Teachers in South Australian Primary Schools”, paper presented at the Australian Teacher Education Conference, Fremantle, 5th – 8th July and published in the Conference Proceedings CD entitled ‘Making teaching public: Reforms in teacher education’ – ISBN 0 9775685 0 4

Peters, J. & Le Cornu, R. (2006) Creative Dissent about School Leadership: Co-construction in new settings, 2005 AARE Conference Proceedings.

Le Cornu, R., Peters, J, Foster. M., Barratt, R. & Stratfold, J. (2006). Perceptions of ‘Significant Change’ in School Cultures in South Australia. International Journal of Knowledge, Culture and Change in Organisations, vol 6 (5), pp. 161 - 170

Peters, J. & Le Cornu, R. (2005). ‘Beyond Communities of Practice: Learning Circles for Transformational School Leadership’, in P. Carden & T. Stehlik (eds) Beyond Communities of Practice, Queensland, Post Pressed.

Le Cornu, R. & Peters, J. (2005) Towards Constructivist Classrooms: The role of the reflective teacher, Journal of Educational Enquiry, 6 (1), pp. 50-64

Le Cornu, R. & Peters, J. (2005) Reculturing primary classrooms: Renegotiating the four R’s (rules, roles, responsibilities and relationships). Change: Transformations in Education, 4 (2) pp.16-30

Le Cornu, R. & Peters, J. (2005) Managing the challenges and dilemmas of ‘Constructivism in Practice’, 2004 AARE Conference Proceedings.

Peters, J. (2004) ‘Teachers Engaging in Action Research: Challenging Some Assumptions’, Educational Action Research, vol. 12, no. 4, pp. 535-556.

Peters, J. (2004) Student Teachers Reflecting Through Problem-based Scenarios. Refereed paper presented to the Australian Teacher Education Association Conference, Bathurst, July.

Peters, J., Le Cornu R. and Collins, J. (2004) Constructing Classroom Learning Relationships. 2003 AARE Conference Proceedings

Peters, J. (2003) Anticipating the Problems and Uncertainties of Research and Development Partnerships. 2002 AARE Confrence Proceedings

Peters, J. (2002). "Expecting too much from School/University Collaboration: Identifying Faulty Assumptions", Asia Pacific Journal of Teacher Education, 30 (3), pp 229-242

Johnson, B., Peters, J. and Williams, D. (1999). "Academics Working with Schools: revealing the tensions", Journal of Educaiton for Teaching, 25(2), pp 123 - 133.

Cormack, P., Johnson, B., Peters, J. and Williams, D. (1998). "Authentic Assessment". Chapter 4 in Extending Reform in the Middle Years of Schooling: Challenges and Response. Edited by Jim Cummings, Australian Curriculum Studies Association, pp 27 - 34

Peters, J., Dobbins, R. and Johnson, B. (1996) Research Paper Number 4: Restructuring and Organisational Culture, National Schools Network, NSW.

Peters, J., Dobbins, R. and Johnson, B. (1996). Chapter 1 "Professional Collaboration in Action: The University of South Australia Roundtable". In Learning Together: University-School Partnerships for Professional Development. University Of South Australia Roundtable, pp 5-11

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

Discipline: Education

• Education
• Practicum
• Teacher Development
• Authenic Assessment
• School Change