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Catherine Lang is an associate professor and the director of initial teacher educa-
tion programs in the School of Education, La Trobe University. Her research focus
on the under-representation of women in ICT led to the ARC-funded Linkage proj-
ect: Digital Divas: developing and implementing a curriculum initiative for second-
ary school girls (see http://www.digitaldivasclub.org)..) Currently, her focus is on teacher
and preservice teacher technical self-efficacy (the STEM agenda), as well as preser-
vice teacher professional experience models and the development of intercultural
competencies through international professional placements.
Susan Ledger is an educator who has a passion for connecting people, places and
projects. She has had a range of leadership roles in schools and higher education and
is currently associate dean – Engagement and School Partnerships in the School of
Education at Murdoch University. She is the deputy chair of the newly formed
Network of Associate Deans of Professional Experience. Susan investigates educa-
tional policies, practices and issues related to teaching, preparing to teach in diverse
contexts (international, rural, remote and virtual schooling), and their impact on
schooling and initial teacher education. Susan is global and collaborative in her
approach to research and engagement activities. She is currently exploring how
rural and international fields of study complement and compete with each other and
the importance of global competencies within these contexts.
Tony Loughland is a senior lecturer in the School of Education at the University
of New South Wales. Prior to this appointment, he was the director of professional
experience in the Faculty of Education and Social Work at the University of Sydney.
He is currently working on a classroom observation instrument focused on teacher
adaptive practices that take advantage of opportunities within lessons to promote
creative and critical thinking in students.
Melanie Nash is a lecturer in the curriculum and pedagogy area at the Melbourne
Graduate School of Education at the University of Melbourne. She is responsible
for teaching both postgraduate and undergraduate students in the subjects physical
education, sport coaching and sport sociology. Her research interests include the
development of professional identity and pedagogic practice in learning communi-
ties, learning in alternative environments and the promotion of interdisciplinary
learning through sport and physical activity.
Hoa Thi Mai Nguyen is a lecturer in teacher professional learning in the School
of Education at the University of New South Wales and specialises in teacher learn-
ing, mentoring, TESOL and sociocultural theory. Through her work, she advocates
a professional experience reform based on the notions of collaboration, reciprocity
and critical reflection. She has experience in teaching and training preservice and
in-service teachers in Asia and Australia. She enjoys working with teachers, in their
role as mentors to student teachers and early career teachers, and has a strong com-
mitment and passion to develop teachers’ professional learning. She is currently
holding an honorary research position at the University of Sydney.
About the Authors