Ron) Kim Keamy's research while affiliated with University of Melbourne and other places

Publications (20)

Article
The mandated introduction of a teaching performance assessment (TPA) into initial teacher education programs in Australia is one of the numerous and continual reforms that have impacted those who work in the field. The Assessment for Graduate Teaching (AfGT) is an approved TPA developed by a national consortium of higher education institutions to d...
Article
The Early Years Learning Framework guides the work of Australia’s early childhood educators and teachers, with Outcome 4 including a focus on children developing dispositions for learning. In this article we report on an investigation how two vocational education and training (VET) teachers who taught the Diploma of Early Childhood and Care course...
Article
It is a requirement for pre-service students in Initial Teacher Education programs in Australia to successfully complete a teaching performance assessment (TPA) before they graduate. This follows similar requirements in other international contexts, particularly the United States, where standard-based assessment is also a focus. As members of the d...
Article
Research is at the core of universities’ raison d’être and is an integral aspect of academic work, yet the ever-changing parameters around research are problematic. While studies have examined changes brought about through research assessment exercises and issues of academic identity in the twenty-first century, fewer studies have used arts-related...
Chapter
In this chapter, the authors map various lines of flight that have informed their growing awareness of supercomplexity as a paradigm appropriate for the current epoch. Rather than concentrating on being researchers, the authors focus on how they are always becoming researchers and scholars of teaching and learning, in between, like a rhizome. Illus...
Chapter
In this chapter the authors map various lines of flight they have taken that have informed their growing awareness of supercomplexity as a paradigm appropriate for the current epoch. Rather than concentrating on being researchers, the authors focus on how they are always becoming researchers, in between, like a rhizome. Illustrative accounts of the...
Chapter
The notions of “collegiality”, and the related term “colleagues” are often aligned with the work of academics in university settings, although these terms are slippery and contested. In this chapter, we explore the competing concepts and discourses that frame the notion of collegiality in a neoliberal university during supercomplex times. We offer...
Article
Measurement of academic work has become more significant than the intellectual, pedagogical, cultural, political and social practices in which academics and students engage. This shifting emphasis creates paradoxes for academics. They experience a growing sense of disconnection between their desires to develop students into engaged, disciplined and...
Article
While educators in many parts of the world grapple with what creativity means in practice, discussions about creative pedagogy usually include the elements of creative teaching, teaching for creativity and creative learning. This article stems from a research project that occurred at a Preparatory to Year 9 school in Australia where we worked with...
Chapter
In this chapter the authors map various lines of flight they have taken that have informed their growing awareness of supercomplexity as a paradigm appropriate for the current epoch. Rather than concentrating on being researchers, the authors focus on how they are always becoming researchers, in between, like a rhizome. Illustrative accounts of the...
Article
Creativity in teaching and leadership continues to be a topic of interest in education. This article focuses on comments made by a school’s leadership team as part of a larger study in which a mixed methods case study design involving the school’s leadership team and staff who taught Arts (either as specialist teachers or generalist classroom teach...
Article
There is an inherent expectation that educators will work towards continuously improving their practice and quality of teaching. Underpinning this expectation is an assumption that educators also engage in the process of reflection. In this article, we begin by outlining the current tensions in the field of education that relate to managerialist co...
Article
Graduate teachers in Australia are expected to engage with their peers to expand their professional learning. Learning to use protocols - or structured professional conversations - provides preservice teachers with opportunities to achieve this expectation. In this paper we explain how pre-service teachers during an extended practicum used protocol...
Article
In Australia, Victoria's Department of Education and Early Childhood Development has encouraged educational institutions and systems to respond to the global movement of personalising learning in ways - both pedagogically and organisationally - that support the diverse personal aspirations of learners. An evaluation of the leadership structure of a...
Article
Education at all levels is awash with the language of the need for partnerships, and this extends to universities although teacher educators in universities, by way of example, are seen as 'borderlanders' (Jasman, Payne, Grundy & Del Borrello, 1998) or 'living in ivory towers'. University educators are often considered to be apart from the communit...

Citations

... Richards et al., (2010) further extrapolated that self-care involves preservation of the physical and spiritual self but also involves support from others. Nicol and Yee (2017) also shared several conceptions of selfcare including practices in medical contexts with patients and their rehabilitation, and several researchers have explored the idea that an academic life should be fulfilling and valuable, not just a means to an end (Barton, 2019;Manathunga et al., 2017Manathunga et al., , 2020. ...
... While cognitive neuroscience level advances in the understanding on how our brains function in creative tasks [1], psychologists working in creativity develop a diversity of approaches in which we can find studies at the cognitive level [2], the behavioral level [3], the small group level [4] and at the organizational one [5]. Learning scientists more often do not consider creativity at the (neuro)cognitive level and focus on situated learning tasks in ecological contexts of education to analyze in some cases the creative process [6], in other cases the creative products or the factors influencing the emergence of creative process at the individual, small group or classroom level [7]. ...
... Effective listening necessitates being fully present by controlling our focus on the individual being heard (Lipton & Wellman, 2013). Thus, employing protocols for more structured professional conversations, such as pausing before responding, paraphrasing the speaker, or asking invitational follow-up questions, may be a useful strategy by increasing the likelihood of respectful, efficient, engaged and productive dialog (Keamy & Selkrig, 2013;Segal et al., 2018). Effective listening helps teachers learn to be more intentional about how they listen to their students and colleagues, particularly in terms of recognizing urges to interrupt, offer advice, and pass judgment. ...
... This response is perhaps not surprising when considering the lack of clarity found in the literature. From the literature review, six studies provided explicit definitions for Cr&Inn [29][30][31][32][33][34][35]. Toytok [33] (p. ...
... 79-92). Selkrig and Keamy (2009) acknowledge that university teacher preparation programs are accountable to their preservice teachers and the school district that accepts them for their practicum experiences; there should be collaboration with all interested parties to ensure the preservice teachers' learning prepares them for gainful employment in the field (Selkrig & Keamy 2009, 186-196). Partnerships need to effectively promote preservice teachers' learning by establishing common goals, shared expectations, involvement with school administrators, including well-planned professional development and all necessary instructional resources available. ...
... They not only provide structure for how collaborators can use limited time (e.g., Boudett & City, 2014), but also promote shared understandings for focused conversations unique to the aims of each protocol (e.g., analyzing student work, examining professional practices or instructional strategies, guiding effective discussions; Easton, 2009;National School Reform Faculty [NSRF], n.d.; School Reform Initiative, n.d.). In so doing, protocols can encourage educators to enter into and proceed with conversations otherwise evaded due to perceptions of divergent views or as a result of assumed group dynamics or norms that discourage alternative perspectives or critical reflection (NSRF, n.d.; Selkrig & Keamy, 2015). Consequently, the ICC-TE protocol can support the development of collaboration norms and habits that honor divergent points of view (McDonald et al., 2015;NSRF, n.d.) and lead to questioning of one's underlying assumptions (Easton, 2009). ...