STAFF PROFILE
Dr. Gideon Boadu
Position:
Lecturer, Secondary Curriculum & Pedagogy Education
College / Portfolio:
Design and Social Context
School / Department:
DSC|School of Education
Phone:
+61399251930
Email:
gideon.boadu@rmit.edu.au
Campus:
City Campus
Contact me about:
Research supervision
Gideon Boadu is a qualified teacher with over a decade of experience in teaching, research, and course development. Gideon has held academic positions at higher education institutions in Ghana and Australia.
Gideon's research focuses on the broad areas of teaching and learning with direct emphasis on teachers' disciplinary and pedagogical reasoning, history education, initial teacher education, curriculum studies, and educational technologies. Gideon is passionate about advancing history education and supporting the preparation of high-quality future teachers. Through his research, Gideon contributes to knowledge, policy, and teacher expertise more broadly.
- Editorial Board - History Education Research Journal
- Editorial Board - Historical Thinking, Culture and Education
- Research Fellow - Institute for Education Studies (IFEST, Ghana)
- Affiliate - Historical Experience, Representation, Media, Education, Society (HERMES) Research Group
- Reviewer for several international journals
Gideon can be reached via email and is usually present at City Campus on Mondays, Tuesdays, and Wednesdays.
- Bachelor of Education (Hons) – First Class
- Master of Education (Curriculum and Teaching)
- Doctor of Philosophy (Education)
- Donnelly, D.,Boadu, G.,Neale, M.,O'Keefe, P.,Cummins, H. (2023). The dynamics of communities of practice during professional placement: Early-career teacher reflections In: Work-Integrated Learning Case Studies in Teacher Education, Springer Nature, Singapore
- Donnelly, D.,Fischetti, M.,Ledger, S.,Boadu, G. (2023). Using a mixed-reality micro-teaching program to support “at risk” pre-service teachers In: Work-Integrated Learning Case Studies in Teacher Education, Springer Nature, Singapore
- Boadu, G.,Kansiime, P.,Eyaa, S.,Said, S. (2022). Culturally responsive education: Reflections and insights for enhancing international student experience in higher education. In: Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students, IGI Global, Pennsylvania
- Boadu, G. (2022). Why was inquiry practice not there? Analysis of demand-resource empirics of classroom pedagogy In: Educational Review, , 1 - 26
- Boadu, G. (2022). Historical significance and the challenges of African historiography: analysis of teacher perspectives In: Pedagogy, Culture and Society, 30, 639 - 657
- Oppong, C.,Adjepong, A.,Boadu, G. (2022). Practical history lessons as a tool for generating procedural knowledge in history teaching In: Yesterday & Today, 27, 143 - 161
- Boadu, G. (2021). Giving voice to teachers through interpretative phenomenological research: a methodological consideration In: Qualitative Research Journal, 21, 408 - 423
- Boadu, G. (2021). Developments in history education in Ghana In: Yesterday & Today, 25, 1 - 22
- Boadu, G.,Donnelly, D.,Sharp, H. (2020). History teachers’ pedagogical reasoning and the dynamics of classroom implementation in Ghana In: History Education Reasearch Journal, 17, 179 - 194
- Boadu, K.,Boadu, G.,Nyame, G. (2020). The Hidden Curriculum and Classroom Procedure: Informed Personal Views of Teachers In: Advances in Social Sciences Research Journal, 7, 562 - 572
Curriculum and pedagogy, History education, Initial teacher education, Teacher classroom practice, Teacher and student pedagogical reasoning/beliefs, Educational technology, Contemporary education issues in Africa and Qualitative methodologies