By Associate Professor Tony Loughland

Books

Grima-Farrell C; Loughland T; Nguyen H, 2019, Theory to Practice in Teacher Education The Critical Challenge of Translation, http://dx.doi.org/10.1007/978-981-32-9910-8

Loughland T, 2019, Teacher Adaptive Practices Extending Teacher Adaptability into Classroom Practice, Springer, https://www.springer.com/gp/book/9789811368578

Book Chapters

Loughland T; Bostwick K, 2023, 'GROWing into the Profession: Promoting Pre-service Teachers’ Subjectification Through Critical Reflection on Professional Experience', in Work-Integrated Learning Case Studies in Teacher Education

Loughland T; Winslade M; Eady M, 2023, 'Introduction: The Purpose of This Book.', in Work-Integrated Learning Case Studies in Teacher Education, http://dx.doi.org/10.1007/978-981-19-6532-6_3

Loughland T; Clifton J, 2023, 'It’s a Horror Movie Right There on My Computer Screen: The Beautiful Risk of Work-Integrated Learning.', in Work-Integrated Learning Case Studies in Teacher Education, http://dx.doi.org/10.1007/978-981-19-6532-6_28

Eady M; Loughland T; Winslade M, 2023, 'Revisiting Our Understanding of Partnerships in the Pre-service Teaching Space: Key Findings and Conclusions.', in Work-Integrated Learning Case Studies in Teacher Education, http://dx.doi.org/10.1007/978-981-19-6532-6_30

Winslade M; Loughland T; Eady MJ, 2023, 'Correction to: Work-Integrated Learning Case Studies in Teacher Education', in Work-Integrated Learning Case Studies in Teacher Education, Springer Nature Singapore, pp. C1 - C1, http://dx.doi.org/10.1007/978-981-19-6532-6_31

Winslade M; Loughland T; Eady M, 2022, 'Reimagining the School-University Partnership and the Role of the School-Based Professional Experience Coordinator: A New South Wales Case Study.', in School-University Partnerships—Innovation in Initial Teacher Education, http://dx.doi.org/10.1007/978-981-19-5057-5_3

Pei M; Loughland T; Wei J; Nguyen H, 2019, 'Building Teachers’ Collective Efficacy: An Insight from a Language Teacher Education Program in China.', in Second Handbook of English Language Teaching, Springer, Cham, http://dx.doi.org/10.1007/978-3-319-58542-0_61-1

Pei M; Loughland T; Jin W; Nguyen HTM, 2019, 'Building Teachers’ Collective Efficacy: An Insight from a Language Teacher Education Program in China', in Springer International Handbooks of Education, pp. 1195 - 1211, http://dx.doi.org/10.1007/978-3-030-02899-2_61

Nguyen HTM; Loughland T, 2017, 'Boundary objects and brokers in professional experience: An activity theory analysis', in Ambrosetti A; Capeness R; Kriewaldt J; Rossison D (ed.), Educating teachers: Innovative perspectives in professional experience, Springer, Singapore:, pp. 50 - 71

Loughland T; Nguyen HTM, 2017, 'Boundary objects and brokers in professional experience: An activity theory analysis', in Educating Future Teachers: Innovative Perspectives in Professional Experience, pp. 71 - 87, http://dx.doi.org/10.1007/978-981-10-5484-6_5

Loughland T, 2009, 'Enhancing Communication with Effective Resources', in Ewing R; Lowrie T; Higgs J (ed.), Teaching and Communicating. Rethinking Professional Experiences, Oxford University Press, Melbourne

Walker K; Loughland T, 1998, 'Is this an Instruction Manual? An Introduction to Social Theory', in , pp. 3 - 14

Edited Books

Winslade M; Loughland T; Eady M, (eds.), 2023, Work-Integrated Learning Case Studies in Teacher Education, https://link.springer.com/book/10.1007/978-981-19-6532-6

Journal articles

Pan J; Loughland T; Collie RJ; Kingsford-Smith AA; Ryan M; Mansfield C; Davey R; Monteleone C; Tanti M, 2025, 'The impact of practicum job demands and resources on pre-service teachers’ occupational commitment and job intent', Teaching and Teacher Education, 153, http://dx.doi.org/10.1016/j.tate.2024.104841

Curtis E; Nguyen HTM; Larsen E; Loughland T, 2024, 'The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role', British Educational Research Journal, 50, pp. 1327 - 1349, http://dx.doi.org/10.1002/berj.3974

Kingsford-Smith AA; Alonzo D; Beswick K; Loughland T; Roberts P, 2024, 'Perceived autonomy support as a predictor of rural students’ academic buoyancy and academic self-efficacy', Teaching and Teacher Education, 142, http://dx.doi.org/10.1016/j.tate.2024.104516

Larsen E; Curtis E; Mai Nguyen HT; Loughland T, 2024, 'Building personal and relational readiness for collaborative teacher mentoring through the intellectual virtues', International Journal of Mentoring and Coaching in Education, http://dx.doi.org/10.1108/IJMCE-04-2024-0049

Tatik T; Nguyen H; Loughland T, 2024, 'The impact of standards on novice teachers during mandated teaching induction: lessons from the Indonesian context', Asia-Pacific Journal of Teacher Education, 52, pp. 28 - 46, http://dx.doi.org/10.1080/1359866X.2023.2298303

Loughland T; Bostwick K, 2023, 'A taxonomy of clinical reasoning for pre-service teachers on professional experience', Australian Educational Researcher, 50, pp. 1497 - 1512, http://dx.doi.org/10.1007/s13384-022-00568-7

Larsen E; Nguyen HTM; Curtis E; Loughland T, 2023, 'It's a question of balance: Reconsidering learning partnerships through genuine teacher mentoring conversations', Teaching and Teacher Education, 133, pp. 104280, http://dx.doi.org/10.1016/j.tate.2023.104280

Kingsford-Smith AA; Collie RJ; Loughland T; Nguyen HTM, 2023, 'Teacher wellbeing in rural, regional, and metropolitan schools: Examining resources and demands across locations', Teaching and Teacher Education, 132, pp. 104229, http://dx.doi.org/10.1016/j.tate.2023.104229

Maras K; Townend G; Loughland T; Nguyen HTM; Alonzo D; McGregor M; Gao X; Kwee CTT, 2023, 'Arguing for the Subjectification of Graduate Teachers', Australian Journal of Teacher Education, 48, pp. 119 - 133, http://dx.doi.org/10.14221/1835-517X.6229

Larsen E; Curtis E; Nguyen HTM; Loughland T, 2023, 'Perspectives on teacher standards in the mentoring process: insights from mentors and early career teachers in an Australian context', Educational Review, http://dx.doi.org/10.1080/00131911.2023.2243393

Larsen E; Jensen-Clayton C; Curtis E; Loughland T; Nguyen HTM, 2023, 'Re-imagining teacher mentoring for the future', Professional Development in Education, http://dx.doi.org/10.1080/19415257.2023.2178480

Asih R; Alonzo D; Loughland T, 2022, 'The critical role of sources of efficacy information in a mandatory teacher professional development program: Evidence from Indonesia's underprivileged region', Teaching and Teacher Education, 118, http://dx.doi.org/10.1016/j.tate.2022.103824

Alonzo D; Loughland T, 2022, 'Variability of Students’ Responses to Assessment Activities: The Influence of Achievement Levels', International Journal of Instruction, 15, pp. 1071 - 1090, http://dx.doi.org/10.29333/iji.2022.15457a

Loughland T; Ryan M, 2022, 'Beyond the measures: the antecedents of teacher collective efficacy in professional learning', Professional Development in Education, 48, pp. 343 - 352, http://dx.doi.org/10.1080/19415257.2020.1711801

Raffe C; Loughland T, 2021, '“We’re not data analysts”: Teachers’ perspectives on factors impacting their use of student assessment data', Issues in Educational Research, 31, pp. 224 - 240, http://www.iier.org.au/iier31/raffe.pdf

Loughland T; Bostwick K; Nguyen H; Durksen T, 2021, 'Looking to GROW: The absence of goal setting in post-lesson mentoring conversations on work-integrated learning placements', International Journal of Work-Integrated Learning, 22, pp. 475 - 487, https://www.ijwil.org/files/IJWIL_22_4_475_487.pdf

Loughland T; Nguyen HTM, 2020, 'Using teacher collective efficacy as a conceptual framework for teacher professional learning – A case study', Australian Journal of Education, 64, pp. 147 - 160, http://dx.doi.org/10.1177/0004944120908968

Ryan M; Loughland T, 2020, 'Preparing teachers for reflexive leadership roles in schools', Journal of Education for Teaching, 46, pp. 676 - 689, http://dx.doi.org/10.1080/02607476.2020.1771172

Loughland T; Alonzo D, 2019, 'Teacher adaptive practices: A key factor in teachers' implementation of assessment for learning', Australian Journal of Teacher Education, 44, pp. 18 - 30, http://dx.doi.org/10.14221/ajte.2019v44n7.2

Loughland T; Alonzo D, 2018, 'Teacher adaptive practices: Examining links with teacher self-efficacy, perceived autonomy support and teachers’ sense of adaptability', Educational Practice and Theory, 40, pp. 55 - 70, http://dx.doi.org/10.7459/ept/40.2.04

Nguyen TMH; Loughland T, 2018, 'Pre-service teachers’ construction of professional identity through peer collaboration during professional experience: A case study in Australia', Teaching Education, 29, pp. 81 - 97, http://dx.doi.org/10.1080/10476210.2017.1353965

Loughland T; Ellis NJ, 2017, '‘Where to next?’ Examining feedback received by teacher education students.', Issues in Educational Research,, 27, pp. 86 - 98, http://www.iier.org.au/iier-inf.%20html

Loughland T; Vlies P, 2016, 'The Validation of a Classroom Observation Instrument Based on the Construct of Teacher Adaptive Practice', The Educational and Developmental Psychologist, 33, pp. 163 - 177, http://dx.doi.org/10.1017/edp.2016.18

Loughland T; Ellis NJ, 2016, 'A Common Language? The Use of Teaching Standards in the Assessment of Professional Experience: Teacher Education Students’ Perceptions', Australian Journal of Teacher Education, 41, pp. 56 - 69, http://dx.doi.org/10.14221/ajte.2016v41n7.4

Loughland T; Thompson G, 2016, 'The problem of simplification: think-tanks, recipes, equity and ‘Turning around low-performing schools’', Australian Educational Researcher, http://dx.doi.org/10.1007/s13384-015-0190-3

Loughland TF; Ellis NJ, 2016, 'The Challenges of Practitioner Research: A Comparative Study of Singapore and NSW', Australian Journal of Teacher Education, 41, pp. 122 - 136, http://dx.doi.org/10.14221/ajte.2016v41n2.8

Loughland T; Ellis N, 2016, 'A Common Language? The Use of Teaching Standards in the Assessment of Professional Experience: Teacher Education Students’ Perceptions', Australian Journal of Teacher Education, 41, pp. 56 - 69, http://dx.doi.org/10.14221/.v2016n41.4

Loughland T; Nguyen HTM, 2016, 'Using the instructional core to implement a professional learning program for primary science teachers in Australia : Insights from implementation and outcomes', Teacher Development, pp. 1 - 23, http://dx.doi.org/10.1080/13664530.2016.1164748

Ginns P; Loughland A; Tierney RJ; Fryer L; Amazan R; McCormick A, 2015, 'Evaluation of the Learning to Teach for Social Justice–Beliefs Scale in an Australian context', Higher Education Research & Development, 34, pp. 311 - 323, http://dx.doi.org/10.1080/07294360.2014.956701

Loughland T; Kilpatrick L, 2015, 'Formative assessment in primary science', Education 3-13, 43, pp. 128 - 141, http://dx.doi.org/10.1080/03004279.2013.767850

Loughland T; Sriprakash A, 2014, 'Bernstein revisited: the recontextualisation of equity in contemporary Australian school education', British Journal of Sociology of Education, pp. 1 - 18, http://dx.doi.org/10.1080/01425692.2014.916604

Loughland T; Bowen M, 2012, 'Action research built on uncertain foundations: the internship and action-research in a graduate teaching degree', McGill Journal of Education, 47, pp. 345 - 358

Kilpatrick L; Loughland T, 2012, 'Looking for the Interactive in IWBs: critical literacy and pedagogical interactivity in a year one classroom', Scan, 31, http://scan.nsw.edu.au/

Loughland T, 2012, 'Teacher Professional Learning in Pursuit of the Common Good: A Discussion of the Role of Demonstration Schools in Teacher Education', McGill Journal of Education, 47, pp. 53 - 68, http://mje.mcgill.ca/index.php/MJE/article/view/8845

Loughland T; Reid A; Walker KIM; Petocz P, 2003, 'Factors Influencing Young People's Conceptions of Environment', Environmental Education Research, 9, pp. 3 - 19, http://dx.doi.org/10.1080/13504620303471

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