Dr Joanne Yoo - Nat Sch of Education (Faculty of Education and Arts)
Accreditation in-progress - Supervisor is eligible to co-supervise with another fully accredited supervisor (Principal Supervisor)
Joanne has qualifications in teaching English and ESL to secondary students. She began her career as an academic teaching academic literacy and research writing in South Korea, where she explored the methodologies of autoethnography and narrative inquiry in her Doctorate. Most recently she has worked intensively in the area of quality pre-service teacher education across a wide range of subjects in the primary and secondary teacher education program at the University of Technology Sydney (UTS). At UTS, Joanne is worked with universities and schools in Asia to establish cross-institutional research, academic and student exchange. She is currently working at the Australian Catholic University in the professional experience teaching program for primary teacher education students.
Joannea??s research interests include developing collaborative teaching partnerships, teaching as an embodied practice, action research and arts-based research methodologies, such as narrative inquiry and autoethnography. She is also involved in professional development for practising teachers in Australian schools on effective writing pedagogies and project-based learning.
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- Project based learning in a co-teacher environment supported through action research (Master) (Associate Supervisor)
- UTS and Wollongong CEO in research partnership (Master) (Co-Supervisor)
Teacher Emotion and Learning as Praxis: Professional Development that Matters, in Australian Journal of Teacher Education
Illness as Teacher: Learning from Illness, in Australian Journal of Teacher Education
Making research relevant through an engagement of identities, in Issues in Educational Research
Writing out on a limb: integrating the creative and academic identity, in New Writing: the international journal for the practice and theory of creative writing
Project based learning in the primary based classroom, in Progress in Education
Learning bodies: What do teachers learn from embodied practice?, in Issues in Educational Research
Straddling two worlds: how academic literacy can inform discipline-specific teaching, in Journal of Academic language and learning