Select Publications


Grima-Farrell C; Loughland T; Nguyen H, 2019, Theory to Practice in Teacher Education The Critical Challenge of Translation,

Loughland T, 2019, Teacher Adaptive Practices Extending Teacher Adaptability into Classroom Practice, Springer,

Book Chapters

Pei M; Loughland T; Wei J; Nguyen H, 2019, 'Building Teachers’ Collective Efficacy: An Insight from a Language Teacher Education Program in China.', in ,

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, 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 Sociology of Education, Possibilities and Practices, pp. 3 - 14

Journal articles

Loughland T; Alonzo D, 2019, 'Teacher adaptive practices: A key factor in teachers' implementation of assessment for learning', Australian Journal of Teacher Education, vol. 44, pp. 18 - 30,

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, vol. 40, pp. 55 - 70,

Nguyen HTM; Loughland T, 2018, 'Pre-service teachers’ construction of professional identity through peer collaboration during professional experience: a case study in Australia', Teaching Education, vol. 29, pp. 81 - 97,

Loughland T; Ellis NJ, 2017, '‘Where to next?’ Examining feedback received by teacher education students.', Issues in Educational Research,, vol. 27, pp. 86 - 98,

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, vol. 33, pp. 163 - 177,

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, vol. 41, pp. 56 - 69,

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, vol. 20, pp. 1 - 23,

Loughland TF; Ellis NJ, 2016, 'The Challenges of Practitioner Research: A Comparative Study of Singapore and NSW', Australian Journal of Teacher Education, vol. 41, pp. 122 - 136,

Loughland T; Thompson G, 2016, 'The problem of simplification: think-tanks, recipes, equity and ‘Turning around low-performing schools’', Australian Educational Researcher,

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, vol. 34, pp. 311 - 323,

Loughland T; Kilpatrick L, 2015, 'Formative assessment in primary science', Education 3-13, vol. 43, pp. 128 - 141,

Loughland T; Sriprakash A, 2014, 'Bernstein revisited: the recontextualisation of equity in contemporary Australian school education', British Journal of Sociology of Education, vol. 37, pp. 1 - 18,

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, vol. 47, pp. 345 - 358,


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, vol. 47, pp. 53 - 68,

Kilpatrick L; Loughland T, 2012, 'Looking for the Interactive in IWBs: critical literacy and pedagogical interactivity in a year one classroom', Scan, vol. 31,

Walker K; Loughland T, 2003, 'The socio-cultural influences on environmental understandings of Australian school students: a response to Rickinson', Environmental education research, vol. 9, pp. 227 - 239

Loughland T; Meyenn B, 2003, 'Information technology across the teacher education curriculum: more claims than evidence [Paper in: Transformations in Education: Innovations in Teacher Education, Horsley, Mike and Groundwater-Smith, Susan (eds.).]', Change (Sydney, NSW), vol. 6, pp. 102

Loughland T; Reid A; Walker KIM; Petocz P, 2003, 'Factors Influencing Young People's Conceptions of Environment', Environmental Education Research, vol. 9, pp. 3 - 19,

Loughland T; Reid A; Petocz P, 2002, 'Young people's conceptions of environment: A phenomenographic analysis', Environmental Education Research, vol. 8, pp. 187 - 197

Walker K; Loughland T; Brady L; Petocz P; Reid A, 2001, 'What do children think about the environment and where do their ideas come from? A study of the socio-cultural influences on environmental understandings of Australian schoolchildren', American Educational Research Association Annual Conference, Seattle, April

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