Dr Vilma Galstaun

BEd, DipTeach, GCResMeth, PhD
Honorary Lecturer
Phone
Fax
+61 2 9351 2606
Building/Room
A35 / 307
The University of Sydney

Dr Vilma Galstaun is a Lecturer in Technology Education and Professional Experience. Vilma has more than 30 years’ experience as a classroom teacher, curriculum consultant in Primary education and lecturer in primary and secondary technology education. As a university lecturer Vilma has made outstanding contributions to teaching that has focussed on course coordination, student and staff supervision and mentoring and research leadership. Vilma has provided outstanding multilevel contributions in leadership, governance and engagement to the University, the profession, and the broader education community. Vilma continues to provide professional learning for teachers through her advocacy via her membership of professional teaching associations and community-based outreach work at the university through her collaborations with the STEM Teacher Enrichment Academy and Independent Schools Queensland (ISQ). 

Vilma lectures in educational technology in the Bachelor of Education and Master of Teaching programs in Primary and Secondary education and in professional experience in the Primary BEd program. In recent years, she has systematically redesigned core technology units to capture the essential qualities of knowledge, skills and understandings required by teachers for technology integration in their teaching and learning (Mishra and Koehler, 2006). Vilma has also systematically targeted curriculum changes in ICT and technology courses by enabling preservice teachers to achieve and demonstrate competence in the effective and innovative uses of digital technologies in education. Through her work, she aspires to continually improve staff and students’ digital and data literacies, by embedding technologies in education curriculum, pedagogies, assessment, and professional experience. 

Working in the area of curriculum development, Dr Galstaun has systematically reviewed and redesigned the professional experience coursework for preservice teachers in the Bachelor of Education (Primary) program. Focusing on preservice teachers’ continual improvement of their professional knowledge and practice, from the second year of their undergraduate degree to the final internship, by actively engaging as members of the profession as they transition from university to the school classroom (AITSL Standards 5, 6 and 7). Vilma was instrumental in the implementation of the Assessment for Graduate Teachers (AfGT)— a Teaching Performance Assessment (TPA) capstone designed to assess preservice teachers’ teaching against the Australian Professional Standards for Teachers (APST) at Graduate level (AITSL, 2018) and ensuring the program addresses the criteria outlined in Accreditation Program Standard 1.2 (AITSL, 2019). 

Vilma's leadership and expertise in the areas of ICT and digital technologies are aligned with her research interests in teacher education, curriculum, pedagogy, educational technology, and STEM education. She engages with pre- and in-service teachers. providing leadership through the engagement of teachers in the provision of professional learning opportunities, involvement in the University of Sydney’s STEM Teacher Enrichment Academy and professional associations such as AARE, Australian College of Educators and ATEA delivering in situ professional learning in STEM education, with a specific emphasis on technologies, and Teaching Performance Assessments, in local, rural, remote in Australian and overseas schools.

Vilma’s recent research experiences involve developing preservice teachers digital, assessment and data literacies; using formative evaluation to design and develop web-based, online learning resources; and investigating the impact of the new digital technologies and curriculum-based materials for developing preservice teachers’ technical, pedagogical, and content knowledge (TPACK) across all subject areas. 

Excellence in Teaching Award, The University of Sydney, Faculty of Arts and Social Sciences.
Outstanding Professional Service Award, Professional Teachers' Council NSW.
Certificate of Recognition for Outstanding Service, Australian College of Educators NSW.

  • Member, Australian Association for Research in Education 
  • Member, Higher Education Research and Development Society of Australasia 
  • Member, Australian Teacher Education Association
  • Member, Australian Curriculum Studies Association 
  • Founding Member, STEM Teacher Enrichment Academy, The University of Sydney
  • Founding Member/Sectretary, Australian Tertiary Technology Educators Network
  • Member, Assessment for Graduate Teachers (AfGT) Consortium
  • Member, AfGT Assessment and Measurement sub-committee 
  • Member, Australasian Society for Computers in Learning in Tertiary Education 
  • Member, Australian Council for Computers in Education 
  • Member Australian College of Educators (ACE)
  • Secretary, ACE North Harbour Regional Group 

Book chapters
  • Kennedy-Clark, S., Galstaun, V., Anderson, K. (2013). "Death in Rome: using an online game for inquiry-based learning in a pre-service teacher training course." In Youngkyun Baek and Nicola Whitton (Eds.), Cases on Digital Game-Based Learning: Methods, Models, and Strategies, (pp. 364-382). Hershey: IGI Global. [More Information]

Journal articles
  • Kennedy Clark, S., Galstaun, V., Reimann, P. (2021). Preparing pre-service teachers for Teaching Performance Assessments using the OTTO Model. Teachers and Teaching: Theory and Practice, DOI: 10.1080/13540602.2021.1933420 
  • Lowe, K., Galstaun, V. (2020). "Ethical challenges: the possibility of authentic teaching encounters with indigenous cross-curriculum content?" Curriculum Perspectives, 40, 93-98. [More Information]
  • Kennedy-Clark, S., Galstaun, V., Reimann, P., Handal, B. (2020). "Using action research to develop data literacy in initial teacher education." Journal of Teacher Action Research, 6(2), 4-25.
  • Kennedy-Clark, S., Galstaun, V., Reimann, P., Martyn, T., Williamson, K., Weight, J. (2020). "Voices on data literacy and initial teacher education: pre-service teachers' reflections and recommendations." Australian Journal of Teacher Education, 45(7), 60-76. [More Information]
  • Luckie, K., Saini, B., Galstaun, V., Kritikos, V., Collins, J., Moles, R. (2018). "The effectiveness of an online training programme to prepare teachers to provide asthma first aid." Journal of Paediatrics and Child Health, 54, 1348-1352. [More Information]
  • Kennedy-Clark, S., Kearney, S., Galstaun, V. (2017). "Using a collaborative assessment design to support student learning." Education Sciences, 7(4), 1-14. [More Information]

Conference presentations
  • Kennedy-Clark, S., Galstaun, V., Reimann, P., Handal, B. (2019). Data literacy in pre-service teacher education: What the term "means" and what it "looks" like. 2019 Australian Teacher Education Association (ATEA) Annual Conference, Sunshine Coast, Qld. 3-5 July.
  • Kennedy-Clark, S., Galstaun, V., Reimann, P., Handal, B. (2019). I'm not sure what I "need" to know about data..I'm a teacher, not an analyst: Pre-service teachers' comments on data literacy. 2019 Australian Teacher Education Association (ATEA) Annual Conference, Sunshine Coast, QLD 3-5 July.
  • Galstaun, V., Loxton, J., Sallis, R. (2019). TPA Challenges and successes: Investigating the implementation of the AfGT with ITE Stakeholders. 2019 Australian Teacher Education Association (ATEA) Annual Conference, Sunshine Coast, QLD 3-5 July.
  • Galstaun, V., Cotton, W., Brownlee, P. (2019). Voices from the coalface - Student perceptions of implementing a TPA. Australian Association for Research in Education (AARE) Conference 2019, Queensland University of Technology, QLD 1-5 December.
  • Kennedy-Clark, S., Galstaun, V., Reimann, P., Handal, B. (2018). Developing authentic data literacy in preservice teacher education programs through action research. The International Conference on Information Communication Technologies in Education 2018 (ICICTE 2018), Chania, Crete: The International Conference on Information Communication Technologies in Education. [More Information]
  • Kennedy-Clark, S., Kearney, S., Eddles-Hirsch, K., De La Hoz, R., Galstaun, V., Wheeler, P. (2015). Measuring creativity in collaborative design projects in pre-service teacher education. Ascilite 2015: Australasian Society for Computers in Learning and Tertiary Education, Perth: Australasian Society for Computers in Learning in Tertiary Education.

Development of data literacy and evidential reasoning in preservice teacher education.

Developing an understanding of the barriers for pre-service teachers in using digital technologies and data in their professional practice (a cross-institutional collaboration).

Literacy-based approach to developing teachers' practice with data.

Leader/Project Coordinator – Teaching Teachers for the Future. (TTF project is part of the Australian Federal Government's Digital Education Revolution. This project involves 39 Australian universities participating in a national initiative to integrate ICTs into the Australian curriculum areas- English, Mathematics, Science and History, using TPACK as a framework.)

Redesigning preservice teacher's ICT capabilities development and assessment through the use of digital technologies and the development of a new digital technologies cross-curriculum framework (ongoing continuous development)

Curriculum redesign- Technology in undergraduate, graduate and postgraduate teacher education programs.

  • Lingqi Tan – Thesis title: Introducing Single-case research design (SCR) by using different forms of peer tutoring. Role: Associate supervisor
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