Charles Sturt University
Charles Sturt University

Dr Susanne Francisco

Dr Susanne Francisco

BA, Grad Dip Ed, MA, Master of Adult Education, PhD candidate

Susanne Francisco is a lecturer in Adult and Vocational Education. Prior to commencing with Charles Sturt University Susanne's background included: teaching in TAFE across a range of industries; development of mentoring programs for a number of organisations; educational leadership and management; professional development and policy development roles in the Commonwealth Public Service; and working with VET teachers to support their ongoing development throughout their teaching career. Susanne has taught in universities, schools and Vocational Education and Training organisations, primarily as a teacher educator.

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Susanne's research interests include: work based learning; mentoring; Continuing Professional Learning; the learning of casual employees; quality teaching and learning in adult and vocational education; and leadership in adult and vocational education. Her PhD research looked at how novice vocational education and training teachers learn to become teachers.

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Susanne teaches at undergraduate and post-graduate levels in a number of broad areas related to adult and vocational education. These include mentoring and workplace learning; learning theories for post-compulsory education; high level facilitation skills; assessment in vocational education and training; being a professional in adult and vocational education; and reflective practice and lifelong learning.

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  • Member of the Australian Vocational Education Research Association (AVETRA)
  • Member of Australian Association for Research in Education (AARE)
  •  Member of the School of Education Research Committee
  • Co-ordinator of a Virtual Exchange program with Swedish Vocational Education and Training teachers
  • Reviewer for:
  • Studies in Continuing Education
  • International Journal of Training Research

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    Publications

  • Francisco, S. (2017) Mentoring as Part of a Trellis of Practices that Support Learning. In Mahon, K. Francisco, S. Kemmis, S. (Eds) Exploring Educational and Professional Practice: Through the lens of practice architectures. Springer, New York.
  • Francisco, S., Mahon, K., & Kemmis, S. (2017). Transforming education and professional practice. In K. Mahon, S. Francisco, & S. Kemmis (Eds.), Exploring education and professional practice: Through the lens of the theory of practice architectures. Springer: New York.
  • Mahon, K. Francisco, S. Kemmis, S. (2017) (Eds) Exploring Educational and Professional Practice: Through the lens of practice architectures. Springer, New York.
  • Mahon, K. Kemmis, S. Francisco, S. & Lloyd, A.M (2017) Practice Theory and the Theory of Practice Architectures. In Mahon, K. Francisco, S. Kemmis, S. (2017) (Eds) Exploring Educational and Professional Practice: Through the lens of practice architectures. Springer, New York.
  • Francisco, S. (2015) Life Rafts: Supporting the Continuing Professional Learning of novice VET teachers, NCVER, Adelaide
  • Francisco, S. (2010) How do Novice TAFE Teachers Learn How to Teach? Presentation to 19th National Vocational Education and Training Research Conference, No Frills, Perth 7th – 9th July 2010 (refereed abstract)
  • Conferences / Presentations

  • Francisco, S. (2016) Successful Mentoring of Novice VET Teachers: Building a trellis of practices that support learning. Presentation at Australian Council of Deans of Education Vocational Education Group (ACDEVEG) conference, 9th December, Sydney (refereed abstract).
  • Langelotz, L. Francisco, S. and Sjolie, E. (2016) Communicative spaces and teacher learning – a discussion across national borders. Presentation at Australian Association for Research in Education (AARE) conference, Melbourne, 28thNovember – 1st December 2016 (refereed abstract).
  • Francisco, S. (2016) Work based Learning of Novice VET Teachers: Creating a trellis of practices that support learning. Australian Vocational Education and Training Research Association, 21-23 April 2016, North Sydney (refereed abstract).
  • Francisco, S. Sjolie, E. and Langelotz, L. (2015) Communicative Learning Spaces and Teacher Learning. Invited symposium: Practice Theory Perspectives on Education and Pedagogy.
  • Francisco, S (2015) Supporting the Learning of Novice Sessional VET Teachers: What works? Australian Vocational Education and Training Research Association, 8-10 April 2015, Melbourne (refereed abstract).
  • Francisco, S (2014) Mentoring of Novice VET Teachers: Learning with the support of others. Australian Vocational Education and Training Research Association, April 2014, Gold Coast  (refereed abstract).
  • Brennan-Kemmis, R. and Francisco, S. (2013) Teacher Leadership in Vocational Education and Training: Practice Architectures That Enable and Constrain. Finnish Education Research Association (FERA) conference, 21st-22nd November 2013, Jyvaskyla (refereed abstract).
  • Francisco, S. (2011) How do Novice TAFE Teachers Learn How to Teach: initial analysis using a practice theory framework. Presentation to UTS Learning and Change 3 day seminar with Ted Schatzki and Stephen Kemmis
  • Refereed Conference Papers

  • Francisco, S. (2008) Professional Development: What Casual TAFE Teachers Want, presented at 2008 AVETRA conference, Adelaide. 
  • Francisco, S. and Darwin, S. (2007) Mentoring TAFE Teachers: Support, Challenge, Vision and Trust, presented at 2007 AVETRA conference, Melbourne.

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