STAFF PROFILE
Amanda Berry
Position:
Associate Dean, Research & Innovation
College / Portfolio:
Design and Social Context
School / Department:
DSC|School of Education
Email:
amanda.berry@rmit.edu.au
Campus:
Bundoora West
1 PhD Completions1 PhD Current Supervisions
Science teacher education, Teacher learning and development, Pedagogical content knowledge (PCK), Content and language integrated learning (CLIL)
- Smit, B.,Meirink, J.,Tigelaar, D.,Berry, A.,Admiraal, W. (2024). Principles for school student participation in pre-service teacher action research: a practice architecture’s perspective In: Educational Action Research, , 1 - 21
- Cirkony, C.,Rickinson, M.,Walsh, L.,Gleeson, J.,Salisbury, M.,Cutler, B.,Berry, A.,Smith, K. (2024). Beyond effective approaches: A rapid review response to designing professional learning In: Professional Development in Education, 50, 24 - 45
- Carpendale, J.,Berry, A.,Cooper, R.,Mitchell, I. (2024). Balancing fidelity with agency: understanding the professional development of highly accomplished teachers In: Professional Development in Education, , 1 - 18
- Finefter-Rosenbluh, I.,Berry, A. (2023). With or without you? Exploring student perception survey assessment data as a teacher-student (un)shared process In: Teachers and Teaching: Theory and Practice, , 1 - 15
- Cooper, R.,Carpendale, J.,Cutler, B.,Berry, A.,Mitchell, I. (2023). Navigating roadblocks and gates: longitudinal experiences of highly accomplished teachers following professional development In: Professional Development in Education, , 1 - 16
- Forgasz, R.,Kelchtermans, G.,Berry, A. (2023). Resistance as commitment. A reflective case study of teacher professionalism in neoliberal times In: Teaching in Higher Education, 28, 1656 - 1670
- Van Driel, J.,Hume, A.,Berry, A. (2023). Research on Science Teacher Knowledge and Its Development In: Handbook of Research on Science Education, Taylor and Francis, New York, USA
- Finefter-Rosenbluh, I.,Berry, A.,Ryan, T. (2023). Acting Upon Student Voice-Based Teaching Assessment Initiatives: An Account of Participatory Action Research for Teacher Professional Learning In: Journal of Teacher Education, 74, 508 - 521
- White, S.,Berry, A. (2022). School-Based Teacher Educators: Understanding Their Identity, Role, and Professional Learning Needs as Dual Professionals In: The Palgrave Handbook of Teacher Education Research, Palgrave Macmillan, Cham, Switzerland
- Xu, L.,Chan, K.,Berry, A.,Ferguson, J et al, J. (2022). Applying a Scoping Review Methodology to Investigate Adaptive Expertise: Insights and Challenges for Research in STEM Education In: Methodological Approaches to STEM Education Research Volume 3, Cambridge Scholars Publishing, London, United Kingdom
- Primary teachers' adaptive expertise in interdisciplinary maths and science. Funded by: ARC Discovery Projects 2021 from (2021 to 2024)
- Embedding enquiry focused learning and teaching at the heart of a school-university partnership (Powerful Learning and Teaching Initiative). Funded by: Department of Education & Training - Contract from (2017 to 2017)
Keynotes
- Berry, A. (November, 2022). Re-imagining science education in times of global change. Singapore International Science Teachers' Conference (SISTC). (Invited keynote)
- Berry, A. (June, 2022). School-based teacher educators: Understanding their identity, role and professional learning needs as dual professionals. Nasjonal forskerskole for lærerutdanning – NAFOL. Trondheim, Norway (Invited keynote)
- Berry, A. (May 2, 2022). Building professional knowledge through practitioner inquiry. Victorian Academy of Teaching & Leadership. (Invited keynote)
- Berry, A. (March, 24, 2022). Teacher professional Noticing. Victorian Academy of Teaching & Leadership. Science Teachers’ Masterclass.
- Berry, A. (June 4, 2021). From Submission to Acceptance: Maximising success for grant writing and publication. Invited workshop, Baptist University of Hong Kong.
- Berry, A. (February 1, 2019). Thinking through Tensions: Finding a language for Teacher Educators’ professionalism. Invited key note, University of Leuven, Belgium.
- Berry, A., Cooper, R. (December 6, 2018) Understanding the development of teaching expertise through PCK. Invited paper for symposium, University of Hong Kong.
- Berry, A. (December 7, 2018). Self-study as a genre of Educational Research. Invited lecture, Faculty of Education, University of Kong Hong.
- Berry, A. (November 13, 2018). STEM Education: What does it mean for teachers? Dean’s Invited Lecture Series. Faculty of Education, Monash University.
External Grants
- Australian and New Zealand Association for Health Professional Educators (ANZAHPE).
Sarkar, M., Berry, A., Ilic, D., Lazarus, M. & Wright, C. (2021). Exploring the value of pedagogical content knowledge in health professions educators and its impact on improving teaching practice. ($4,920). This project aims to investigate, capture and develop higher education health educators’ PCK and, in so doing, examine how this process improves their professional practice for high-quality teaching. - Victorian Association of TESOL.
Filipi, A., Berry, A., Nguyen, M. H., Kerwick, A. & Parlanti, S. (2020).
Elucidating practices to assist EAL learners to acquire specialised science vocabulary. ($9,381.00).
This project investigates how teachers interpret and utilise the Victorian Curriculum (VC) Science 7-10 and the New Victorian EAL Curriculum 2020 to develop the specialised vocabulary needed by EAL students to support full participation and meaning-making in science classes. - Australian Research Council (Discovery) DP210101171
Berry, A., van Driel, J. Vale, C. Widjaja, W., Xu, L. (2021- 2023)
Primary teachers' adaptive expertise in interdisciplinary maths and science. ($291,422.00)
This project explores how adaptive expertise can be fostered through classroom innovations purposefully co-designed by teachers and researchers in the context of interdisciplinary mathematics and science. - Australian Research Council (Linkage) LP190100282
Smith, K; Berry, A; Mansfield, J; Corrigan, D; Waldon, S; Maynard; Ellerton, P; Ashleigh, D. (2021-2023). Exploring Problem Based Learning in schools. ($422,092). This project investigates the potential contribution of Problem Based Learning to school based Science, Technology, Engineering, Mathematics (STEM) education. - Australian Technology Network of Universities (ATN)
O’Halloran, K., Tan.S., Sheffield,R. (Curtin), Mallet, D. (QUT), Aubusson, P., (University of Technology Sydney), Berry, A., (RMIT University), O’Keeffe, L., (University of South Australia). (2017-2018). Encouraging and mapping student engagement through 360-degree video annotation and data analytics, ($120,000). This project aims to enhance the quality of learning outcomes in online teaching and learning contexts, by developing and trialling a web-based application that enables science and maths teacher education students to experience video-recorded learning activities from an immersive 360-degree perspective. - Women in STEM and Entrepreneurship (WISE) grant program
McLaughlin, T., & Berry, A., RMIT University. STEM in situ: Imagining Entrepreneurial Futures $149,417. (2017-2018).
This project targets school girls from years 5 to 9 and involves a series of workshops and mentoring activities to provide hands-on experience in STEM-related activities to explore the creative possibilities of STEM disciplines.