Teaching Philosophy.
Teaching Philosophy.
Teaching is not merely a profession but a profound and transformative undertaking that shapes the future of individuals and contributes positively to society. My teaching philosophy is established in the belief that education is a dynamic process beyond simply imparting knowledge; it is about inspiring curiosity, fostering critical thinking, and nurturing personal and intellectual growth. Through integrating innovative pedagogical strategies and a commitment to creating a supportive and inclusive learning environment, I aim to empower students to become lifelong learners and valued members of their communities.
Confucius wrote: "By three methods we may learn wisdom: first, by reflection, which is noblest; second, by imitation, which is easiest; and third by experience, which is bitterest..." (Confucius).
The nature of learning and teaching implies a duality: firstly, a focus on possessing knowledge and secondly, the relational aspect of mentoring and inspiring the student (Raziq & Lane-Krebs, 2021). A teacher as a leader, must facilitate an open exchange of information; however, what the student learns extends beyond the content of any discipline.
Creating inclusive learning environments that value diversity encourages students to actively engage in their education, as each student brings unique experiences and perspectives to the classroom. The elements crucial to effective teaching include fostering an inquisitive mind and developing an excitement to learn. Through engaging teaching methodologies and technological integration, students obtain knowledge, enhance critical thinking and stimulate a thirst for lifelong learning (Darling-Harmond et al., 2020; Hodges et al., 2020).
“First, you follow,
then you lead, and then teach others to lead.”
– Nelson Millardspeaks
Confucius. (2009). The Analects: A foundational text of Confucianism, (Book 2, Chapter 15).
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE, Review, 27.
Raziq, A. & Lane-Krebs, K. (2021). Motivation and job satisfaction among teachers, Ilkogretim Online, 20(4).
2023 VC Excellence Award Recipient
2023 VC Excellence Awards Nominee
2022 VC Excellence Awards Nominee
2021 VC Excellence Awards Nominee
2012 National Award for Teaching Excellence (Nominee)
2010 Pride of Australia Medal - Inspiration in Education (semi-finalist)
Member of the Golden Key International Honors Society
Teaching and Learning interests: Paediatric and adult Rehabilitation
Paediatric Hematology & Oncology
Neuro Development interventions, including hydro, dance & music therapies
Forensic Nursing and Behavioural Assessment
Distance education
Simulation (low and high fidelity)
Australian Primary Care Nurses Association
Australian and New Zealand Mental Health Association
CATSINaM Congress of Aboriginal and Torres Strait Islander Nurses and Midwives
International Association of Forensic Nurses
Australian Society of Authors- Full Member
Current roles:
Campus Coordinator
ALLY Campus Contact
A/HOC
Previous roles:
A/DDLT
Assistant to the Dean for Simulation
Champion for Technology & inclusion in online education
Champion for Online Education delivery (MOC)
As an advocate for the inclusion of children with special needs, part of my research interest pertains to pediatric rehabilitation- specifically neuro-development and rehabilitation; with a strong focus on hydro and play therapy options and complementary therapies such as music and dance therapy interventions. Additionally, a focus on family studies to build strong relationships in the face of trauma, disability and loss is also included within my scope.
My Master's Degree produced a thesis entitled: "Dancing in the Spotlight: A creative writing approach depicting the lived experience of parenting a child with special needs". The work included exploration of the use of narrative therapy as an intervention for addressing mental health issues associated with chronic stress and post-traumatic stress disorder (PTSD).
My PhD is related to trauma-informed recovery and empowerment. The thesis title was: The Bricoleur: Re-choreographing lives – rewriting the master script. The Phenomenon of mothering as described by Mothers of children living with spastic cerebral palsy.
I am active in the field of inclusive practice for those living with a disability and people from culturally and linguistically diverse backgrounds.
Education Systems - Higher Education
Other health sciences - Other health sciences not elsewhere classified
Other human society - Other human society not elsewhere classified
Other psychology - Other psychology not elsewhere classified