Professor Elizabeth Labone - Faculty of Education & Arts (Faculty of Education and Arts)
Fully accredited supervisor - Can supervise as principal supervisor
Professor Elizabeth Labone is the Acting Executive Dean of the Faculty Education & Arts.
Professor Labone has worked in Teacher Education and leadership in higher education for over 25 years. She has extensive experience in leadership roles including National Head of Education and State Head NSW/ACT, as well as Director of Higher Degree Research. She is currently on the Executive of the New South Wales Council of Deans of Education as well as a member of both the Victorian and Queensland Council of Deans of Education. Professor Labone has extensive knowledge of Teacher Education programs and policy across a range of contexts.
Professor Labone is an internationally recognised scholar in the field of teacher efficacy. Her specific expertise is in the formation of efficacy beliefs, the role of efficacy beliefs in teacher professional learning and collective efficacy in school improvement. She also has significant scholarship and research in building teacher capacity for working with marginalised students. Professor Labone???s most recent projects include an international development program in Kiribati, Teach for Australia, principal resilience in Catholic schools, and support for the achievement of graduate standards for Indigenous students. She has successfully engaged in a range of large funded projects including OLT and ARC Linkages grants.
Professor Labone commenced her academic career at the University of Sydney where she completed her PhD. Prior to her academic career she worked in Primary Education both in the Catholic and government sector. She has continued to engage strongly with the school sector in partnership projects, advisory and board roles.
|:||(02) 9701 4130 (Strathfield)|
|:||Staff Directory Profile|
Teacher Efficacy ; Formation and change in self-efficacy in teachers ; Teacher professional learning processes ; Teacher beliefs and practices ; Equity in Education ; Academic self-efficacy in diverse student groups ; Efficacy for engagement with marginalised groups ;
Features of effective professional learning: A case study of the implementation of a system-based professional learning model., in Professional Development in Education.
Critical design features of pre-service teacher education programs to enhance teacher capacity to effectively work in schools with Indigenous students, in Australian Journal of Indigenous Education
Teachers' Self and Collective Efficacy: The Case of Novice English Language Teachers., in Journal of Language Teaching and Research
Sustaining caring teachers in complex educational contexts, in In A. Ata (Ed.) Catholics and Catholicism in Australia: challenges and achievements. Kew East, VIC: David Lovell Publishing
Step Up into Teaching: Increasing the engagement and academic self-efficacy of school students from low socioeconomic backgrounds., in The Journal of Catholic School
What personal factors motivate the caring teacher?, in n A. Lauriala, R. Rajala, H. Ruokamo & O. Ylitapio-M??ntyl?? (Eds.). Navigating in Educational Contexts: Identities and Cultures in Dialogue. Rotterdam, The Netherlands: Sense Publishers
Step up into teaching: An ICT rich, transition program aimed to increase engagement and academic self-efficacy of school students from low socioeconomic backgrounds, in AARE Conference 2010: Making a difference
Teach our mob: Lessons learnt from an Aboriginal teacher education training program in Australia, in International Journal of Knowledge, Culture and Change Management (online version)
Evaluating Broad Based Professional Learning: A Case Study of a School System's Implementation of Quality Teaching Pedagogies, in The International Journal of Diversity in Organisations, Communities and Nations (print version)
Fostering Student Motivation and Self Regulatory Skills in Online Learning Environments, in Proceedings of Ed-Media 20006: World Conference on Educational multimedia; hypermedia and telecommunications
Reconstructing Teacher identity through Efficacy for Community Engagement, in In D. Beijaard, P.C. Meijer, G. Morine-Dershimer, & H. Tillema, (Eds.),New Directions in Teachers' Working and Learning Environment. Dordrecht, Boston, London: Kluwer Academic Publishers.
Promoting Equity in Education-Community Service Partnerships and Teacher Development, in In J. Lee, L. Lo, & A. Walker, (Eds),Partnership and Change: Toward School Development. Hong Kong: Chinese University Press.
Teacher Efficacy: Maturing the construct through research in alternative paradigms, in Teaching and Teacher Education, 20(4), 341-359.
Teacher Education; Community Service Learning & Student Efficacy for Community Engagement, in Asia-Pacific Journal of Teacher Education, 31(2), 109-124.
Developing Just Citizens in Australia: Community Service Learning as Educational Partnership at Australian Catholic University. , in Academic Exchange Quarterly, 7(2), 188-194
Most Recent Projects
Principal resilience in Catholic Schools, Funded $39,000 through Brisbane Catholic Education
Understanding and facilitating Student Retention: A multi-state study of factors that support retention of students from low SES backgrounds in higher education. Funded $125,695 through Higher Education Participation and Partnerships Program DEEWR
Assessing professional teaching standards in practicum using digital technologies with Indigenous and non-Indigenous pre-service teachers: A study of documentation of professional teaching standards using digital technologies with Indigenous and non-Indigenous students. Funded $178,000 through Australian Teaching and Learning Council