Professor Terri Bourke
Faculty of Creative Industries, Education & Social Justice,
School of Teacher Education & Leadership
Biography
Theresa (Terri) Bourke is a Professor at the Queensland University of Technology (QUT). She has held various coordination roles including Undergraduate Research Pathways Coordinator, Course Coordinator (Bachelor of Education), Academic Program Director (Pre-service Programs) and Academic Lead Research. She is currently the interim Head of School. Her research focuses on three main areas: (1) professionalism, professional standards and quality in Initial Teacher Education (ITE); (2) assessment in geography education; and (3) teacher educators’ epistemic reflexivities for teaching about/to and for diversity for which she has an Australian Research Council (ARC) Discovery grant. Most recently she is a member of a successful ARC Linkage project related to career change teachers and teacher shortages, and an ARC Discovery related to hard to staff schools. Terri is the President of the Australian Teacher Education Association (ATEA).
Personal details
Positions
- Head of School (acting)
Faculty of Creative Industries, Education & Social Justice,
School of Teacher Education & Leadership - Professor
Faculty of Creative Industries, Education & Social Justice,
School of Teacher Education & Leadership
Keywords
Professionaliam, professional standards, Foucault, archaeology, disciplinary power, geography, pedagogy, high stakes testing, curriculum, sustainability
Research field
Curriculum and Pedagogy, Specialist Studies in Education, Physical Geography and Environmental Geoscience
Field of Research code, Australian and New Zealand Standard Research Classification (ANZSRC), 2008
Qualifications
- PhD (Queensland University of Technology)
- BSc and PGCE (University of London)
Professional memberships and associations
Member of Geography Teachers' Association of Queensland GTAQ) Member of the Trends in Geography Assessment Group (TIGAS) Member of the Teacher Education and Professional Learning Research Group (TEPL) Executive Committee member - Australian Teacher Educators' Association (ATEA) Member Australian Association for Educational Research (AARE)
Teaching
Unit Coordination of the following units:
- EUB120, Curriculum and Pedagogy 1: Foundations
- EUB420, Curriculum, Pedagogy and Assessment: Innovation
- I am also the Unit Coordinator for all geography discipline and curriculum units
Experience
At present Terri is working on two projects - one on Inclusive Education in Central Queensland and one on Leadership in STEM in PNG
Publications
- Rowan, L., Bourke, T., L'Estrange, L., Lunn, J., Ryan, M., Walker, S. & Churchward, P. (2021). How does Initial Teacher Education Research frame the challenge of preparing future teachers for student diversity in schools?: A systematic review of literature. Review of Educational Research, 91(1), 112–158. https://eprints.qut.edu.au/205541
- Alexander, C. & Bourke, T. (2021). It's all just a little bit of history repeating: 40 years of political review and reform in teacher education. Asia-Pacific Journal of Teacher Education, 49(5), 471–486. https://eprints.qut.edu.au/207908
- Lunn, J., Bourke, T., Walker, S. & Ryan, M. (2022). What influences teachers' support for children's reasoning about social inclusion in primary school education classrooms? Australian Educational Researcher, 49(1), 155–173. https://eprints.qut.edu.au/207880
- Mills, R., Bourke, T. & Siostrom, E. (2020). Complexity and contradiction: Disciplinary expert teachers in primary science and mathematics education. Teaching and Teacher Education, 89. https://eprints.qut.edu.au/135951
- Bourke, T., Mills, R. & Siostrom, E. (2020). Origins of primary specialisation in Australian education policy: what's the problem represented to be? Australian Educational Researcher (AER), 47(5), 725–740. https://eprints.qut.edu.au/197190
- Ryan, M., Rowan, L., Lunn, J., Bourke, T., L'Estrange, L., Walker, S. & Churchward, P. (2022). Teacher education and teaching for diversity: a call to action. Teaching Education, 33(2), 194–213. https://eprints.qut.edu.au/205775
- Lunn, J., Rowan, L., Ryan, M., Walker, S., Bourke, T. & Churchward, P. (2019). Researching teacher educators' preparedness to teach to and about diversity: investigating epistemic reflexivity as a new conceptual framework. Asia-Pacific Journal of Teacher Education, 47(3), 230–250. https://eprints.qut.edu.au/122509
- Ryan, M., Bourke, T., Lunn, J., Rowan, L., Walker, S. & Churchward, P. (2019). Seeking a reflexive space for teaching to and about diversity: Emergent properties of enablement and constraint for teacher educators. Teachers and Teaching: Theory and Practice, 25(2), 259–273. https://eprints.qut.edu.au/122540
- Bourke, T., Ryan, M. & Ould, P. (2018). How do teacher educators use professional standards in their practice? Teaching and Teacher Education, 75, 83–92. https://eprints.qut.edu.au/119187
- Ryan, M. & Bourke, T. (2018). Spatialised metaphors of practice: how teacher educators engage with professional standards for teachers. Critical Studies in Education, 59(2), 167–186. https://eprints.qut.edu.au/222988
QUT ePrints
For more publications by Terri, explore their research in QUT ePrints (our digital repository).