
Professor Joanne Lunn
Faculty of CI, Education & Social Justice,School of Early Childhood & Inclusive Education
Personal details
- Name
- Professor Joanne Lunn
- Position(s)
- Professor
Faculty of CI, Education & Social Justice,
School of Early Childhood & Inclusive Education - Discipline *
- Education Systems, Psychology, Specialist Studies in Education
- Phone
- +61 7 3138 3333
- j.lunn@qut.edu.au
- Location
- View location details (QUT staff and student access only)
- Identifiers and profiles
-
- Qualifications
-
PhD (Queensland University of Technology), MEd (Queensland University of Technology), BEd (Mitchell Coll. of Adv. Ed.), DipT (Brisbane College of Adv. Ed.)
- Professional memberships
and associations Jo Lunn Brownlee is a Professor in the School of Early Childhood & Inclusive Education at the Queensland University of Technology (QUT). Her current Australian research Council (ARC)Discovery project (DP180100160) investigates how teacher educators’ reflexive decision making enables them to prepare teachers for socially just teaching in diverse Australian classrooms. The project takes a transdisciplinary approach by bridging the fields of epistemic cognition and reflexive decision making to explore how rigorous teaching can be enacted in socially and culturally diverse classrooms. This ARC research extends her research program which to date has focused on exploring how epistemic cognition relates to teaching and learning, particularly in early childhood contexts.
- Keywords
-
early childhood education and care, epistemic cogntion, teacher education, Teacher Education and Professional Learning (TEPL)
Biography
Jo Lunn Brownlee is a Professor in the School of Early Childhood & Inclusive Education at the Queensland University of Technology (QUT). Her current Australian research Council (ARC)Discovery project (DP180100160) investigates how teacher educators’ reflexive decision making enables them to prepare teachers for socially just teaching in diverse Australian classrooms. The project takes a transdisciplinary approach by bridging the fields of epistemic cognition and reflexive decision making to explore how rigorous teaching can be enacted in socially and culturally diverse classrooms. This ARC research extends her research program which to date has focused on exploring how epistemic cognition relates to teaching and learning, particularly in early childhood contexts.
Teaching
Professor Lunn Brownlee led a team of early childhood staff in the design, development and teaching of the Bachelor of Early Childhood (ED04) from 2007-2009. This course was an AUSAID funded, capacity building initiative designed to upskill PNG teacher educators with an early childhood degree qualification. The course was designed to ensure that the three elements of self authorship (personal epistemology, identity and interpersonal skills) were integral to the assessment and pedagogy of the course. Specifically, the focus was on supporting the development of interculturally competent teacher educators who could engage in informed, ethical decision making.
Publications
- Lunn J, Johansson E, Walker S, Scholes L, (2017) Teaching for Active Citizenship: Moral Values and Personal Epistemology in Early Years Classrooms
- Lunn J, Schraw G, Walker S, Ryan M, (2016) Changes in preservice teachers' personal epistemologies, Handbook of epistemic cognition p300-317
- Scholes L, Lunn J, Davis J, Farrell A, (2016) Intercultural teacher education: Elementary teacher educators' perspectives of the role of gender in leadership in Papua New Guinea, Diversity in the early years: Intercultural learning and teaching p76-101
- Lunn J, Scholes L, Walker S, Johansson E, (2016) Critical values education in the early years: Alignment of teachers' personal epistemologies and practices for active citizenship, Teaching and Teacher Education p261-273
- Mascadri J, Lunn J, Walker S, Alford J, (2017) Exploring intercultural competence through the lens of self-authorship, Early Years p217-234
- Lunn J, Walker S, Mascadri J, (2015) Personal epistemologies and teaching, International Handbook of Research on Teachers' Beliefs p319-335
- Sumsion J, Lunn J, Ryan S, Walsh K, Walsh K, Farrell A, Irvine S, Mulhearn G, Berthelsen D, (2015) Evaluative decision-making for high-quality professional development: cultivating an evaluative stance, Professional Development in Education p419-432
- Lunn J, Sumsion J, Irvine S, Berthelsen D, Farrell A, Walsh K, Walsh K, Ryan S, Mulhearn G, (2015) Taking an evaluative stance to decision-making about professional development options in early childhood education and care, Early Years p411-426
- Lunn J, Curtis E, Davey Chesters S, Cobb-Moore C, Spooner-Lane R, Whiteford C, Tait G, (2014) Pre-service teachers' epistemic perspectives about philosophy in the classroom: it is not a bunch of 'hippie stuff', Teachers and Teaching: Theory and Practice p170-188
- Schraw G, Lunn J, Olafson L, (2013) Teachers' epistemological beliefs and achievement, International Guide to Student Achievement p268-270
For more publications by this staff member, visit QUT ePrints, the University's research repository.
Research projects
Grants and projects (Category 1: Australian Competitive Grants only)
- Title
- Identifying effective strategies to grow and sustain a professional early years workforce
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- LP140100652
- Start year
- 2014
- Keywords
- Early Childhood Education And Care;Professional Identity;Workforce
- Title
- Changing relationships between children's moral reasoning for inclusion and epistemic beliefs in early years primary school classrooms
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- DP130102136
- Start year
- 2013
- Keywords
- epistemic beliefs;values education;children's reasoning
- Title
- Learning about Social and Moral Values for Active Citizenship: Educational Policy and Practice in Early Education
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- DP0880000
- Start year
- 2008
- Keywords
- Active Citizenship;Inclusion;Early Education;Pedagogy;Epistemological Beliefs;Values Education
- Title
- Enhancing quality in long day care: Investigating professional beliefs and practices of child care workers
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- DP0664191
- Start year
- 2006
- Keywords
- Child care practice;Epistemological beliefs;Competency based training;Child care workers;Early childhood education
Supervision
Completed supervisions (Doctorate)
- Early Childhood Educators' Intercultural Competence: A Multiple Case Study through the Lens of Self-Authorship (2016)
- The Professional Identity of Child Care Practitioners: Self-authorship as a Theoretical Framework (2014)
- A case study of pedagogical responses to internationalisation at a faith-based secondary school in Australia (2013)
- Early Childhood Teachers' Pedagogical Practice: What They Know, Think and Do with Young Children Experiencing Parental Separation and Divorce (2013)
- A Case Study of how Primary School Teachers in Papua New Guinea understand Outcomes-Based Education (2011)