1 PhD Completions
Science teacher education, Teacher learning and development, Pedagogical content knowledge (PCK), Content and language integrated learning (CLIL)
- 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, G.,Berry, A.,Baglin, J. (2020). Demographic predictors of students’ science participation over the age of 16: an Australian case study In: Research in Science Education, 50, 361 - 373
- Berry, A.,McLaughlin, P.,Cooper, G. (2019). Building STEM Self-Perception and Capacity in Pre-Service Science Teachers through a School-University Mentor Program In: STEM Education: An Emerging Field of Inquiry, Koninklijke Brill NV, Leiden, Netherlands
- van Kampen, E.,Admiraal, W.,Berry, A. (2018). Content and language integrated learning in the Netherlands: teachers' self-reported pedagogical practices In: International Journal of Bilingual Education and Bilingualism, 21, 222 - 236
- Moses, I.,Berry, A.,Saab, N.,Admiraal, W. (2017). Who wants to become a teacher? Typology of student-teachers' commitment to teaching In: Journal of Education for Teaching, 43, 444 - 457
- Berry, A.,Taylor, M. (2017). Personal experience methods in practitioner research In: The Bera/Sage Handbook of Educational Research, Sage Publications, United Kingdom
- Williams, J.,Berry, A. (2016). Boundary crossing and the professional learning of teacher educators in new international contexts In: Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 12, 135 - 151
- Geursen, J.,Berry, A.,Hagebeuk, E.,Peters, C.,Lunenberg, M. (2016). Learning together as teachers and researchers: Growing shared expertise in a self-study community of inquiry. In: Enacting self-study as methodology for professional inquiry, University of Auckland, New Zealand, Auckland, New Zealand
- McDonough, S.,Forgasz, R.,Berry, A.,Taylor, M. (2016). All brain and still no body: Moving towards a pedagogy of embodiment in teacher education In: Enacting self-study as methodology for professional inquiry, University of Auckland, Auckland, New Zealand
- Berry, A.,Depaepe, F.,Van Driel, J. (2016). Pedagogical content knowledge in teacher education In: International Handbook of Teacher Education DOI 10.1007/978-981-10-0366-0, Springer, Netherlands
- 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)
- 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.
- 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.