Charles Sturt University
Charles Sturt University

Letitia Galloway

 Letitia Galloway

BA CSU, GDipEd Wgong, MEd CSU

Letitia previously worked as a primary teacher in New South Wales and currently lectures in Professional Practice and History curriculum. She is a doctoral candidate and her research area focuses on the Australian History curriculum and in-service teacher professional learning.

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PhD research: How does the Australian Curriculum: History enable and/ or constrain rural primary teachers' professional practices (in New South Wales)?

The aims of this study are:

  • to understand the types of judgments that rural primary teachers must make as they undergo a period of educational change though the implementation of the new Australian Curriculum: History;
  • to understand what guides primary teachers' practices in regard to what is right for their individual learners, for the community in which they are situated and for society in general; and
  • to examine how these judgments and practices are shaped by, and shape the historical, cultural-discursive, material-economic and social-political arrangements of the particular rural sites.

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Letitia teaches professional experience subjects in the Bachelor of Education (Primary) teaching program on the Wagga campus. In addition, Letitia teaches within the human society and its environment discipline area of the primary teaching program.

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  • Member, Australian Curriculum Studies Association
  • Workplace Learning Network, Charles Sturt University
  • Professional Experience and Partnerships Group (PEPG), CSU
  • School of Education School Board, CSU

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  • Galloway, L., & Letts, W. (2010). Preparing Lesson Plans, Programs, Units and Daybooks. In Ewing, R., Lowrie, T., & Higgs, J. (Eds). Teaching & communicating: Rethinking professional experiences (pp. 79-92). South Melbourne, Australia: Oxford University Press.
  • Reupert, A., Wilkinson, J., & Galloway, L. (2010). Neither fish nor fowl: exploring seconded teachers' experiences of the University sector. The Australian Educational Researcher, 37 (3), 39-56.

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