- Dr Lyndal O'Gorman
- Senior Lecturer
Faculty of CI, Education & Social Justice,
School of Early Childhood & Inclusive Education
- Discipline *
- Education Systems, Curriculum and Pedagogy, Other Education
- +61 7 3138 3621
- View location details (QUT staff and student access only)
- Identifiers and profiles
PhD (Queensland University of Technology), Bachelor of Education (Queensland University of Technology), Diploma of Teaching (Early Childhood) (Brisbane College of Adv. Ed.)
- Professional memberships
- Australian Association of Environmental Education
- Queensland Early Childhood Sustainability Network
Arts, Conceptions, Early childhood education, Education for sustainability, Parents, Phenomenography, Preparatory Year, Queensland
Lyndal O’Gorman has worked in the School of Early Childhood and Inclusive Education casually since 2004 and full-time from 2007. Prior to this she taught in Education Queensland primary schools in Brisbane and Far North Queensland. Lyndal was involved in the introduction of the Preparatory Year in Queensland through her as a key member of the Queensland Teachers’ Union and as a researcher at QUT during the trial and implementation of Prep. Lyndal’s PhD research employed phenomenography to explore parents’ views of the Preparatory Year in a non-government school. Lyndal’s current teaching and research endeavours at QUT include the topics of early childhood and primary arts education, education for sustainability, play pedagogies, interdisciplinary learning and teaching, and early childhood leadership. Lyndal is building a substantial track record of research investigating the intersection of the arts and education for sustainability and her work in this space is recognised internationally. She is co-leader of the Transnational Dialogues in Research in Early Childhood Education for Sustainability. Lyndal’s research leadership at QUT is demonstrated by her role on the leadership team of the Centre for Child and Family Studies research group. Lyndal’s impact at QUT is demonstrated in her work in university-wide teaching programs such as the Graduate Certificate of Academic Practice, in which she taught scholarly approaches to learning and teaching to early career academics from across the university, and supported their disciplinary research skill development.
Lyndal specialises in teaching in the following areas:
- Early childhood and primary visual and media arts education
- Education for Sustainability
Lyndal has been a member of an award-winning Scholarship of Teaching team that conducted research investigating the experiences of students with English as an additional language as they undertook field experience in Australian schools. As Program Coordinator of the Graduate Diploma in Education (Early Years) course, Lyndal lead a teaching team that won the Education Faculty’s inaugural Teaching and Learning Award for Teaching Excellence (Team Award) in 2009. This was achieved as a result of the team’s innovative work with the Graduate Schools Program. Lyndal is an experienced Arts educator who has lead large teaching teams in the Faculty of Education across multiple campuses. Her teaching expertise was recognised through a secondment to the university’s central Learning and Teaching Unit (2016/17) where she worked in the Academic Development Team to provide professional development to early career academics from across QUT.
Lyndal is a Senior Fellow of the Higher Education Academy through the QUT Academy of Learning and Teaching (QALT).
Lyndal has been a key member of research and teaching teams that have implemented innovative interdisciplinary teaching and learning at QUT. She was a co-initiator of the Lone Pine Koala Centre project in which students from the Faculties of Education and Design worked together to design an early education centre to be built on the grounds of a local wildlife sanctuary.
Lyndal is a key member of the committee of the Queensland Early Childhood Sustainability Network (QECSN). QECSN provides professional development and advocacy for Queensland early childhood teachers as they implement education for sustainability in their centres.
- O'Gorman L, (2017) Sustainability, the arts and big numbers: The challenge of researching children's responses to Chris Jordan's images, International Journal of Early Childhood p321-332
- Breathnach H, Danby S, O'Gorman L, (2017) 'Are you working or playing?' Investigating young children's perspectives of classroom activities, International Journal of Early Years Education p439-454
- Inoue M, O'Gorman L, Davis J, Ji O, (2017) An international comparison of early childhood educators' understandings and practices in education for sustainability in Japan, Australia, and Korea, International Journal of Early Childhood p353-373
- Inoue M, O'Gorman L, Davis J, (2016) Investigating early childhood teachers' understandings of and practices in education for sustainability in Queensland: A Japan-Australia research collaboration, Australian Journal of Environmental Education p174-191
- O'Gorman L, (2015) Early learning for sustainability through the arts, Young children and the environment: Early education for sustainability [2nd edition] p209-224
- O'Gorman L, (2014) The arts and education for sustainability: Shaping student teachers' identities towards sustainability, Research in early childhood education for sustainability: International perspectives and provocations p266-279
- O'Gorman L, Davis J, (2013) Ecological footprinting: its potential as a tool for change in preservice teacher education, Environmental Education Research p779-791
- O'Gorman L, Hard L, (2013) Looking back and looking forward: Exploring distributed leadership with Queensland Prep teachers, Australasian Journal of Early Childhood p77-84
- Petriwskyj A, O'Gorman L, Turunen T, (2013) The interface of the national Australian curriculum and the pre-Year 1 class in school: Exploring tensions, Australasian Journal of Early Childhood p16-22
- O'Gorman L, Ailwood J, (2012) 'They get fed up with playing': parents' views on play-based learning in the Preparatory Year, Contemporary Issues in Early Childhood p266-275
For more publications by this staff member, visit QUT ePrints, the University's research repository.
- CULTURALLY INCLUSIVE EDUCATION FOR SUSTAINABILITY: TEACHERS' BELIEFS AND PRACTICES RELATED TO EARLY CHILDHOOD EDUCATION FOR SUSTAINABILITY IN KOREA AND AUSTRALIA
PhD, Principal Supervisor
Other supervisors: Adjunct Associate Professor Neal Dreamson
Completed supervisions (Doctorate)
- Teachers' Ways of Seeing their Approaches with Student Behaviour in the Preparatory Year (2018)
- Children's Perspectives of Play in an Early Childhood Classroom (2017)
- A Case Study of how Primary School Teachers in Papua New Guinea understand Outcomes-Based Education (2011)
- The current context of Queensland primary teacher engagement with professional learning through professional associations (2010)