BA, Dip Ed, MA(Maq), PhD(UTS)

Associate Professor
Academic area: Teacher Education

Telephone: +61 2 9514 5264
Email: Peter.Aubusson@uts.edu.au
Room: K2.428
Campus: Kuring-gai

Peter Aubusson was secondary science teacher for ten years before becoming a university teacher and researcher. He has researched science education and teacher learning and development for over fifteen years. He is Program Director of Secondary Teacher Education and leads the Designs for Learning Research Cluster. He began research of his own practices while a school teacher and continues this self-study of his university teaching.

Teaching Areas:
Teacher-as-researcher, science and technology education in primary and secondary teacher education.

Research Areas:

Research projects and areas of doctoral supervision include:

• Teacher learning and development/teacher education
• Science and technology education
• Teacher education
• Studies of learning associated with intervention, teaching practice and innovation
• Teacher-as-researcher/co-researcher - action learning, action research, self-study and design based research
• Metaphor and analogy in learning, teaching and scienc

Recent and current research projects include:

• Early career teacher project
• Metaphor and analogy in science learning and teaching
• Action learning – What works?
• Quality Teaching
• Student interest motivation and achievement in science
• Effectiveness of selected teaching strategies in science (5Es & IPT among others)
• Working with teachers-as-researchers
• Project- and problem-based teacher education
• Primary investigations evaluation

Peter was co-editor of Science Education News for seven years and is on the editorial board of Research in Science Education. He has served on numerous research and professional development reference groups and committees for the Board of Studies and the NSW Department of Education; and been a member and chair of HSC examination committees. In 2002, his contribution to science education was recognised by an award from the Science Teachers' Association of NSW.

Peter Aubusson is a member of :

• Australian Science Teachers' Association
• Science Teachers' Association of NSW
• Australasian Science Education Research
• American Education Research Association Self Study Special Interest Group
• European Science Education Research Association

Peter was co-editor of Science Education News for seven years and is on the editorial board of Research in Science Education. He has served on numerous research and professional development reference groups and committees for the Board of Studies and the NSW Department of Education, been a member and chair of HSC examination committees. In 2002, his contribution to science education was recognised by an award from the Science Teachers' Association of NSW.

Publications:

Summary

4 books, 2 edited books, 6 major reports (>100 pages) of commissioned research, over 40 refereed journal articles and 12 book chapters.

Publications in the last five years

Books

Aubusson, P. and Schuck, S. (Eds.) (2006). Teacher learning and development: the mirror maze. Dordrecht: Springer

Aubusson, P. J., Harrison, A. G., & Ritchie, S M. (Eds.), (2006). Metaphor and analogy in science education, Dordrecht: Springer.

Aubusson, P., Kennedy, E., & Hickman, P. (2004). Biology in context: the spectrum of life. Melbourne: Oxford University Press.

Aubusson, P. Kennedy, E., (2004). Genetics: The code is broken. Melbourne: Oxford University Press

Aubusson, P. & Steele, F. (2002.) Evaluation of Primary investigations. Canberra: Australian Academy of Science.

Chapters in Books

Aubusson, P., Watson, K., Steele, F. & Vozzo, L. (2006). Teacher retraining – A desperate measure …? In G. Rienstra & A. Gonczi (Eds.), Entry to the teaching profession: preparation, practice, pressure and professionalism, (pp 64-78) Deakin West, ACT: Australian College of Educators.

Aubusson, P. J. (2006). Researching and learning from our practices. In P. J. Aubusson & S Schuck (Eds.), Teacher learning and development: The mirror maze, (pp. 1-12) Dordrecht: Springer.

Aubusson, P. J. (2006). Columbus and Crew: Making analogical reflection public. In P. J. Aubusson & S Schuck (Eds.), Teacher learning and development: The mirror maze, (pp. 91-106) Dordrecht: Springer.

Aubusson, P. J. (2006). Self-study, teacher-researcher and action research: three sides of a coin?. In P. J. Aubusson & S Schuck (Eds.), Teacher learning and development: The mirror maze, (pp. 179-1906) Dordrecht: Springer.

Aubusson, P. J. (2006). Metaphor and analogy: serious thought in science education. In P. J. Aubusson, A. G. Harrison, & S. M. Ritchie (Eds.), Metaphor and analogy in science education, (pp. 1-9) Dordrecht: Springer.

Aubusson, P. J. & Fogwill, S. (2006) Roleplay as analogical modelling in science. In P. J. Aubusson, A. G. Harrison, & S. M. Ritchie (Eds.), Metaphor and analogy in science education, (pp. 91-102) Dordrecht: Springer.

Aubusson, P. J. (2006) Can analogy help in science education research? In P. J. Aubusson, A. G. Harrison, & S. M. Ritchie (Eds.), Metaphor and analogy in science education, (pp. 165- 176) Dordrecht: Springer.

Ritchie, S. M., Aubusson, S. M. & Harrison, A. G. (2006) Metaphorically thinking. In P. J. Aubusson, A. G. Harrison, & S. M. Ritchie (Eds.), Metaphor and analogy in science education, (pp. 189-195) Dordrecht: Springer

Aubusson, P. (2005) Evolution through problem based to project based secondary teacher education: Challenges, dilemmas and possibilities. In G. F. Hoban (Ed.), The Missing Links in Teacher education design, (pp. 37-56) Dordrecht: Springer.

Articles

Aubusson, P., Steele, F., Brady, L. Dinham, S. (accepted). Action learning in teacher learning community formation: informative or transformative? Teacher Development, 10.

Watson, K., Aubusson, P., Vozzo, L. Steele, F. (in press) Changing the subject: retraining teachers to teach science. Research in Science Education, 37(1), in press.

Brady, L., Aubusson, P. & Dinham, S. (2006) Teachers as researchers: action learning for professional development, Learning and Teaching 1(1), in press

Aubusson, P. Watson, K, Vozzo, L & Steele, F. (2005) Retrained Teachers and School Culture: Complex Interactions, Teacher Development, 9(1), 59-78.

Gregson, R. & Aubusson, P. (2005). Is writing important in Science? Journal of Science and Mathematics Education in Southeast Asia, 28(1), 25-42.

Aubusson, P. Watson, K, Vozzo, L & Steele, F. (2005) Retrained Teachers and School Culture: Complex Interactions, Teacher Development, 9(1), in press.

Aubusson, P. J. & Watson, K. (2004). Using a curriculum package combined with professional learning to promote good practice in teaching secondary science. Pacific-Asian Education, 16(2), 49-64.

Steele, F. & Aubusson, P. (2004). The challenge in teaching biotechnology, Research in Science Education, 34(4), 365-387.

Vozzo, L., Aubusson, P., Steele, F. & Watson, K. (2004). Mentoring Retrained Teachers: Extending the Web. Mentoring & Tutoring: Partnership in Learning, 12(3), 335-352.

Steele, F., Watson, K., Vozzo, L. & Aubusson, P. (2004). Retraining teachers to teach science: Is it a good idea? Teaching Science, 50 (2), 28-32.

Aubusson, P. (2004). Reflecting on and with metaphor. Conference proceedings Fifth International Conference on Self Study of Teacher Education Practices (28-33), Queens University International Study Centre, Herstmonceux Castle, East Sussex, England.

Aubusson, P. (2003). Challenging changes in secondary teacher education. Teacher Development, 8(4), 173 –190.

Boddy N., Watson K. & Aubusson P. (2003). Trial of the Five Es: A Referent Model for constructivist teaching and learning, Research in Science Education, 33(1), 27-42.

Steele, F., Watson, K., Aubusson, P. & Griffin, J. (2003). A Culture of Learning in an Informal Science and Technology Museum Setting? Journal for Australian Research in Early Childhood Education, 9(1), 125-139.

Aubusson, P. & Watson, K (2002) Packaging quality in a curriculum project. Science Education Forum, 4, Asia Pacific Forum on Science Learning and Teaching, 3 (2). Retrieved 11 March, 2003 from http://www.ied.edu.hk/apfslt/.

Aubusson, P. (2002). Using metaphor to make sense and build theory in qualitative analysis. The Qualitative Report, 7(4). Retrieved 11 March, 2003 from http://www.nova.edu/ssss/QR/QR7-4/aubusson.html

Aubusson, P. (2002). An ecology of science education. International Journal of Science Education, 24(1), 27-46.

Aubusson, P. (2002). Whither biology? Science Education News, 51(1), 18-22.

Aubusson, P. (2001). Teacher driven change. Interpretations from The Ascent of Man. Pacific-Asian Education, 5(2), 8-27.

Aubusson, P. & Buchanan, J. (2001). Science education initiatives in Australia, Pacific Asian Education, 13(2), 28-39.

Schuck, S. & Aubusson, P. (2006). Sharing the mirror maze: Self-study community formation. In D. Tidwell, L. Fitzgerald, & M. Heston (Eds.) The sixth international conference on self-study of teacher education practices. Iowa: University of Northern Iowa.

Aubusson, P. (2004). Reflecting on and with metaphor. In D. Tidwell, L. Fitzgerald, & M. Heston (Eds.) The fifth international conference on self-study of teacher education practices. Journeys of Hope: Risking self-study in a diverse world. Pp. 213-216. Iowa: University of Northern Iowa.

Aubusson, P. (2001). Analogical mapping: An interpretive strategy illustrated by a case study in education. Conference proceedings Interdisciplinary Qualitative Studies (QUIG) 12-14 January, Athens Georgia, University of Georgia.

Major Research Reports (>100 pages)

Aubusson, P. Brady, L. & Dinham, S. (2006). Action learning – What works? AGQTP (NSW): Sydney. Available at: http://www.qtp.nsw.edu.au/resources/index.cfm

Aubusson, P., Steele, F., Griffin, J. & Stephenson, J. (2004). Project Based, Secondary Teacher Education: Using QTP-science to support science teacher education. A research report prepared for the NSW Department of Education and Training. University of Technology Sydney: TLD (Teachers, Learning and Development Research Group).

Aubusson, P. & Steele, F. (2002). Evaluation of Primary investigations. A research report prepared for the Australian Academy of Science. ISBN 085847 219. Available at:  http://www.science.org.au/pi/evaluation.pdf