Associate Professor Dianne Bloomfield
MEd(UNE), EdD(CSU), BSc(Hons)(Sydney)
Honorary Associate Professor
Phone: +61 2 9351 6287
Fax: +61 2 9351 4235
Educational history, sociology and philosophy
- Sociology of education
Educational systems: administration, management and leadership
- Preschool, primary and secondary
Research on teaching and learning
- Teacher education and professional learning
professional experience, teacher identity, inservice and preservice professional learning
Between 1996 and 2012, Di was director of teacher professional experience programs, from 2007 at the Unviersity of Sydney and previously at the University of New England, Armidale.
Throughout her involvement with both universities, Di has focused on the field of Professional Experience for pre-service teachers, including its administration and the development of relevant curriculum and pedagogy. She has been actively involved in the NSW Teacher Education Council, including its Professional Experience Roundtable.
Di's move into university work came after teaching in a broad range of schools and sectors, particularly in the area of secondary science and curriculum coordination. Her doctoral thesis and ongoing research interests have been in exploring the contibution of teacher education (both initial qualifications and continuing professional development) in contributing to teachers' formation of their professional identities. She has a particular interest in the ways accreditation and professional standards structures and requirements impact on the practices and lives of pre-service and in-service teachers as well as teacher educators.
She is interested in developing innovative and productive ways for the University to link with schools in supporting the development of new teachers.
- ALTC Priority Program Grant: Authentic assessment of students in practice settings: a participatory design approach.
Current research students
|Project title||Degree||Research student|
|Retaining the first generation of professionally accredited teachers: A mixed methods study of second-stage teachers' career perceptions and goals||PhD||Natalie Johnston-Anderson|
- D. Bloomfield. (2010). Using Portfolios to Communicate. . In R. Ewing, T. Lowrie & J.Higgs (Ed.), Teaching & Communicating: Rethinking Professional Experiences. (pp. 149–162), Melbourne: Oxford University Press.
- D. Bloomfield. (2010). Professionalism & Ethics: Communication in School and Community Contexts. . In R. Ewing, T. Lowrie & J. Higgs (Ed.), Teaaching & Communicating: Rethinking Professional Experiences (pp. 51–64), Melbourne: Oxford University Press.
- Bloomfield, D. and McConaghy, C. (2006). Internationalisation of Teacher Subjectivities: English Language Teachers, Postcolonial Contexts and Global Educational Markets. . In Nicholas Sun-keung Pang (Ed.), Globalization: Educational Research, Change and Reform (pp. 213–248), Hong Kong: The Chinese University press.
- Bloomfield, D. (2011). The very thought of education: psychoanalysis and the impossible professions. Teaching Education, 22(1), 103–105.
- Bloomfield, D. (2010). Emotions and 'getting by': a Pre-service Teacher navigating Professional Experience. . Asia-Pacific Journal of Teacher Education , 38(3), 321–234.
- White S., Bloomfield, D. & LeCornu, R. . (2010). Professional Experience in new times: Issues and responses to a changing education landscape.. Asia-Pacific Journal of Teacher Education , 38(3), 181–194.
- Bloomfield, D. (2009). Working within and against neoliberal accreditation agendas: opportunities for Professional Experience.. Asia-Pacific Journal of Teacher Education, 37(1), 27–44.
- Bloomfield, D. M., Taylor, N. & Maxwell T. W. . (2004). Enhancing the link between university and schools through action research on teaching practicum . Journal of Vocational Education and Training, 56(3), 355–371.
- McConaghy, C. & Bloomfield, D. . (2004). Beyond the Line / Beyond the Self: Flirting with Rural Teaching. Journal of Curriculum Theorising, (Fall), 93–112.
- Bloomfield, D. (2001). Voices on the Web: Student Teachers Negotiating Identity. . Asia Pacific Journal of Teacher Education, 28(3), 199–212.