Adjunct Professor
Joanne Lunn
Faculty of Creative Industries, Education & Social Justice,
School of Early Childhood & Inclusive Education
Biography
Jo Lunn Brownlee is a Professor in the School of Early Childhood & Inclusive Education at the Queensland University of Technology (QUT). Her current Australian research Council (ARC)Discovery project (DP180100160) investigates how teacher educators’ reflexive decision making enables them to prepare teachers for socially just teaching in diverse Australian classrooms. The project takes a transdisciplinary approach by bridging the fields of epistemic cognition and reflexive decision making to explore how rigorous teaching can be enacted in socially and culturally diverse classrooms. This ARC research extends her research program which to date has focused on exploring how epistemic cognition relates to teaching and learning, particularly in early childhood contexts.
Personal details
Positions
- Adjunct Professor
Faculty of Creative Industries, Education & Social Justice,
School of Early Childhood & Inclusive Education
Keywords
early childhood education and care, epistemic cogntion, teacher education, Teacher Education and Professional Learning (TEPL)
Research field
Education Systems, Psychology, Specialist Studies in Education
Field of Research code, Australian and New Zealand Standard Research Classification (ANZSRC), 2008
Qualifications
- PhD (Queensland University of Technology)
- MEd (Queensland University of Technology)
- BEd (Mitchell Coll. of Adv. Ed.)
- DipT (Brisbane College of Adv. Ed.)
Professional memberships and associations
Teaching
Publications
- Scholes, L., Lunn, J., Johansson, E. & Walker, S. (2017). Teaching for Active Citizenship: Moral Values and Personal Epistemology in Early Years Classrooms. Routledge. https://eprints.qut.edu.au/96037
- Lunn, J., Ferguson, L. & Ryan, M. (2017). Changing teachers' epistemic cognition: A new conceptual framework for epistemic reflexivity. Educational Psychologist, 52(4), 242–252. https://eprints.qut.edu.au/108987
- Lunn, J., Schraw, G., Walker, S. & Ryan, M. (2016). Changes in preservice teachers' personal epistemologies. In JA. Greene, I. Braten & WA. Sandoval (Eds.), Handbook of epistemic cognition (pp. 300–317). Routledge. https://eprints.qut.edu.au/93306
- Lunn, J., Walker, S. & Mascadri, J. (2015). Personal epistemologies and teaching. International Handbook of Research on Teachers' Beliefs, 319–335. https://eprints.qut.edu.au/72125
- 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
- Lunn, J., Irvine, S., Sullivan, V. & Thorpe, K. (2021). Educators reflecting on sleep and rest time dilemmas in ECEC: Where is the 'critical' in reflective practices? The Australian Educational Researcher, 48(4), 697–719. https://eprints.qut.edu.au/206745
- Lunn, J., Ferguson, L., Scholes, L., McDonald, S., Stahl, G., Comber, B. & Mills, R. (2021). Middle school students' science epistemic beliefs: Implications for measurement. International Journal of Educational Research, 105. https://eprints.qut.edu.au/206747
- Lunn, J. & Ryan, M. (2020). Supporting elementary school children to engage in collaborative argumentation: developing a kaleidoscope framework of inquiry dialogue. Teachers and Teaching: Theory and Practice, 26(7-8), 543–557. https://eprints.qut.edu.au/211983
- Lunn, J., Walker, S., Scholes, L. & Johansson, E. (2019). Reasoning about social inclusion over the early years of primary school: a focus on epistemic cognition. European Early Childhood Education Research Journal, 27(5), 616–629. https://eprints.qut.edu.au/131870
- 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
QUT ePrints
For more publications by Joanne, explore their research in QUT ePrints (our digital repository).
Selected research projects
- Title
- Educating Preservice Teachers to Teach Diverse Learners
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- DP180100160
- Start year
- 2018
- Keywords
- Title
- Identifying effective strategies to grow and sustain a professional early years workforce
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- LP140100652
- Start year
- 2014
- Keywords
- Early Childhood Education And Care; Professional Identity; Workforce
- Title
- Changing relationships between children's moral reasoning for inclusion and epistemic beliefs in early years primary school classrooms
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- DP130102136
- Start year
- 2013
- Keywords
- epistemic beliefs; values education; children's reasoning
- Title
- Learning about Social and Moral Values for Active Citizenship: Educational Policy and Practice in Early Education
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- DP0880000
- Start year
- 2008
- Keywords
- Active Citizenship; Inclusion; Early Education; Pedagogy; Epistemological Beliefs; Values Education
- Title
- Enhancing quality in long day care: Investigating professional beliefs and practices of child care workers
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- DP0664191
- Start year
- 2006
- Keywords
- Child care practice; Epistemological beliefs; Competency based training; Child care workers; Early childhood education
Projects listed above are funded by Australian Competitive Grants. Projects funded from other sources are not listed due to confidentiality agreements.
Supervision
Completed supervisions (Doctorate)
- Early Career Teachers' Experiences in the Pursuit of Quality (2020)
- Early Childhood Educators' Intercultural Competence: A Multiple Case Study through the Lens of Self-Authorship (2016)
- The Professional Identity of Child Care Practitioners: Self-authorship as a Theoretical Framework (2014)
- Early Childhood Teachers' Pedagogical Practice: What They Know, Think and Do with Young Children Experiencing Parental Separation and Divorce (2013)
- Middle school social sciences: Exploring teachers' conceptions of essential knowledge (2012)
- A Case Study of how Primary School Teachers in Papua New Guinea understand Outcomes-Based Education (2011)
- A study of Parents' Conceptions of Their Roles as Home Educators of Their Children (2011)
- Inquiry Teaching in Primary Science: A Phenomenographic Study (2011)
- Loneliness and Classroom Participation in Adolescents With Learning Disabilites: A Social Cognitive View (2010)