Why were you interested in graduate research study at FoE?
After two decades in the education sector, I became increasingly curious about how educators listen to and respond to children’s thinking in authentic and meaningful ways. This led me to explore the concept of a pedagogy of listening and how it is enacted in practice. I was drawn to the University of Melbourne’s Faculty of Education because of its global reputation for research excellence and its strong emphasis on inquiry, reflection, and innovation in teaching. Undertaking a Master of Education (Research) at the Faculty of Education presented an opportunity to deepen my understanding, challenge my assumptions, and engage with current research to inform and refine my own practice. The program offered both the academic rigour and professional relevance I was seeking, while also allowing me to contribute to broader conversations about high-quality, responsive pedagogy in early years and primary education.
What was your thesis topic? What did you find?
My thesis explored how early years primary teachers' beliefs influence the way they enact a pedagogy of listening with 5- to 6-year-old children. Using a qualitative case study within a constructivist framework, I investigated the perceptions and practices of four teachers working in a school inspired by the Reggio Emilia philosophy. This approach enabled deep insight into how teachers interpret and implement listening as a pedagogical stance.
Two key findings emerged. First, teachers’ shared beliefs strongly aligned with the school’s philosophical approach, particularly in valuing children as capable, viewing teaching as a relational practice, and recognising learning as a co-constructed, multimodal process. Four core beliefs were found to shape their enactment: (1) children are capable learners; (2) teachers are active listeners; (3) children communicate in multimodal ways; and (4) teachers act as facilitators of learning.
Second, the study found that teachers’ pedagogical practices and the language they used to describe listening were deeply shaped by their professional identities and the culture of their school. Rather than a single strategy, a pedagogy of listening emerged as a layered and contextual practice shaped by belief, environment, and shared values.
Why was this topic of interest to you?
My interest in this research stemmed from my experience working in a Reggio Emilia-inspired primary school in Melbourne, where I witnessed the transformative impact of a pedagogy of listening on both students and educators. Having taught across a range of educational settings in Victoria and internationally in the United Kingdom, I recognised that the culture and values of this school stood apart. Over ten years, I observed how deeply the Reggio Emilia philosophy shaped teacher practice, school culture, and the way children were seen and heard in the learning environment.
This experience prompted me to reflect more critically on my own teaching and what it means to truly listen to children. The Reggio-inspired approach resonated strongly with my own educational values and instincts — it aligned with what Palmer (1997) refers to as the "teaching heart." I became curious about how teachers understand and embody this pedagogy in practice, and how their beliefs and school context influence that process. Undertaking research on this topic was both a personal and professional inquiry into a way of teaching that had deeply inspired and challenged me.
How has this topic changed your view of education?
This research has profoundly shifted my view of education by deepening my understanding of the complex relationship between teacher beliefs, school culture, and pedagogical practice. Exploring how teachers enact a pedagogy of listening revealed that listening is not simply a technique but a stance—one grounded in how teachers view children, themselves, and their role in the learning process.
The study reaffirmed the importance of seeing children as capable, active participants in their learning and underscored the powerful influence of school culture and shared language in shaping teacher identity and practice. It challenged me to think more critically about the subtle ways in which beliefs are enacted in everyday decisions, interactions, and learning environments.
This research also reinforced the importance of reflective practice—not just as an individual habit, but as a collective, ongoing dialogue among educators. I now see education as a relational, co-constructed process where listening plays a central role in empowering both students and teachers. This perspective continues to shape my work with educators, supporting them to create learning environments that honour voice, agency, and connection.
What are your plans having undertaken this research and how will this build on your thesis?
Having undertaken this research, I am now interested in extending my focus to explore how pedagogical beliefs and shared language are developed and sustained through professional learning. My thesis highlighted how teachers' beliefs and use of language—particularly terms drawn from the Reggio Emilia philosophy—were closely aligned with the teaching culture of their school. This demonstrated the powerful role of professional and cultural contexts in shaping both teacher identity and practice.
Building on this, I am particularly interested in the work of the International Classroom Lexicon Project (Mesiti et.al., 2022), which documents the pedagogical language used by teachers in different global contexts, including in mathematics classrooms. I see strong potential in exploring how shared lexicons influence not only what is taught but how teaching is understood, communicated, and sustained across school communities.
My goal is to investigate how these shared pedagogical practices and professional vocabularies are introduced, embedded, and transferred through professional learning programs. This work has important implications for designing professional learning that is responsive to context, fosters a shared language of teaching, and supports sustained pedagogical change—particularly in early years and mathematics education.
What key piece for advice would you give to a new graduate researcher in FoE?
Enjoy the process and be prepared for it to be both challenging and deeply rewarding. Graduate research is rarely linear—it can be messy, frustrating, and full of unexpected turns. But it’s also an incredible opportunity for growth, insight, and professional transformation. My advice is to lean into the uncertainty, trust the process, and remain open to where your inquiry takes you.
One of the most valuable outcomes of my research experience was developing a deeper ability to critically analyse and reflect on everyday educational practices and documents. This has significantly influenced my professional work, enhancing my confidence and capacity as both a teacher and consultant.
Stay connected with your supervisors and peers—they are essential sounding boards throughout the journey. And finally, be kind to yourself. Progress isn’t always measured by word counts or neat conclusions. Sometimes the biggest breakthroughs come from the quiet moments of reflection or the difficult questions that push your thinking further.
References:
Mesiti, C., Artigue, M., Grau, V. et al. Towards an international lexicon. ZDM Mathematics Education 54, 239–255 (2022). https://doi.org/10.1007/s11858-022-01349-3
Palmer, P. J. (1997). The heart of a teacher identity and integrity in teaching. Change: The Magazine of Higher Learning, 29(6), 14-21. https://doi.org/10.1080/00091389709602343
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