Professor Diane Mayer

Honorary Professor


Phone: +61 2 9351  2422

Fax: +61 2 9351 5027

Building.Room: A35.328


teacher education, beginning teaching, policy

Professional biography

Up until January 2018, Diane Mayer was Head of School and Dean of Education and Social Work at the University of Sydney. She has previously held positions at Victoria University, Deakin University and The University of Queensland in Australia, as well as the University of California at Berkeley in the USA. Her research focuses on teacher education and beginning teaching, examining issues associated with the policy and practice of teacher education and induction into the profession.

Selected publications


Book chapters

  • Mayer, D. (2019). Knowledge, policy and practice in learning teaching in Australia. In M. T. Tatto & I. Menter (Ed.), Knowledge, Policy and Practice in Teacher Education Bloomsbury: London.
  • Mayer, D., Cotton, W. & Simpson, A . (2017). Teacher education in Australia. In George W. Noblit (Ed.), Oxford Research Encyclopedia of Education Online: Oxford University Press.
  • Mayer, D., Allard, A., Moss, J. & Dixon, M. . (2016). Initial Teacher Education and Assessment of Graduates in Australia. In John Chi-Kin Lee & Christopher Day (Ed.), Quality and Change in Teacher Education: Western and Chinese Perspectives (pp. 149–162), Cham: Springer.
  • Mayer, D. (2016). Policy driven reforms and the role of teacher educators in professionalising teacher education. In B. De Wever, R. Vanderlinde, M. Tuytens & A. Aelterman (Ed.), Professional Learning in Education - Challenges for Teacher Educators, Teachers and Student Teachers (pp. 23–37), Gent: Academia Press.
  • Mayer, D. & Reid, J. (2016). Professionalising Teacher Education: Evolution of a Changing Knowledge and Policy Landscape. In J. Loughran & M. L. Hamilton (Ed.), International Handbook of Teacher Education (Vol. 1) (pp. 453–486), Singapore: Springer.
  • Mayer, D. (2013). The continuing 'problem' of teacher education: Policy driven reforms and the role of teacher educators. In X. Zhu & K. Zeichner (Ed.), Preparing teachers for the 21st century (pp. 39–52), Berlin: Springer.
  • Mayer, D., Pecheone, R. & Merino, N. (2012). Rethinking teacher education in Australia: The teacher quality reforms. In L. Darling-Hammond & A. Lieberman (Ed.), Teacher Education around the World: Changing policies and practices (pp. 110–129), Abingdon: Routledge.
  • Mayer, D. (2011). "But that's the thing; who else is going to teach besides the idealist?" Learning to teach in emotional contexts. In C. Day & J. Chi-Kin Lee (Ed.), New understandings of teacher's work: Emotions and educational change (pp. 137–150), Dordrecht: Springer.

Journal articles

  • Stacey, M., Talbot, D., Buchanan, J. & Mayer, D. (in press). The development of an Australian teacher performance assessment: Lessons from the international literature. Asia-Pacific Journal of Teacher Education. DOI:10.1080/1359866X.2019.1669137
  • Ell, F., Simpson, A., Mayer, D., McLean Davies, L., Clinton, J. & Dawson, G. (2019). Conceptualising the impact of initial teacher education. Australian Educational Researcher, 46(1), 177–200. DOI:10.1007/s13384-018-0294-7
  • Mayer, D. (2019). A positive professional learning culture for retention and success in early career teaching. Impact: Journal of the Chartered College of Teaching, 5(Spring), 53–56.
  • Rowan, L., Kline, J. & Mayer, D. (2017). Early career teachers' perceptions of their preparedness to teach "diverse learners": Insights from an Australian research project. Australian Journal of Teacher Education, 42(10), 71–92. DOI:10.14221/ajte.2017v42n10.5
  • Mayer, D. . (2015). What is classroom ready? How do we determine it? . Professional Educator.
  • Rowan, L., Mayer, D., Kline, J., Kostogriz, A. & Walker-Gibbs, B. . (2015). Investigating the effectiveness of teacher education for early career teachers in diverse settings: The longitudinal research we have to have. Australian Educational Researcher, 42(3), 273–298. DOI:10.1007/s13384-0140163-y
  • Mayer, D. . (2014). Forty years of teacher education in Australia: 1974-2014. Journal of Education for Teaching, 40(5), 461–473. DOI:10.1080/02607476.2014.956536
  • Mayer, D. (2014). The appropriation of the professionalization agenda in teacher education. Research in Teacher Education, 4(2), 39–44.
  • Allard, A., Mayer, D. & Moss, J. (2014). Authentically assessing graduate teaching: Outside and beyond neo-liberal constructs. Australian Educational Researcher, 41(4), 425–443. DOI:10.1007/s13384-013-0140-x
  • Mayer, D. . (2013). Policy driven reforms and the role of teacher educators in reframing teacher education in the 21st century. Waikato Journal of Education, 18(1), 7–19.
  • Gallant, A. & Mayer, D. (2012). Teacher performance assessment in teacher education: an example in Malaysia. Journal of Education for Teaching, 38(3), 295–307. DOI:10.1080/02607476.2012.668330
  • Mayer, D., Mitchell, J., Santoro, N. & White, S. (2011). Teacher educators and 'accidental' careers in academe: An Australian perspective. Journal of Education for Teaching, 37(3), 247–260.