Charles Sturt University
Charles Sturt University

Alison Ayrton

 Alison Ayrton

Dip Tch (Christchurch College of Education) BEd, Education (University of Canterbury), MEd (University of Canterbury)

Alison joined CSU in June 2012 from Canterbury University, NZ where she worked in the Professional Studies, Professional Practice and Communications Skills areas. She has previously been an Assistant Principal of a NZ primary school and taught third grade in the USA from 2005 - 07. She has vast experience working with pre-service teacher education students and Associate teachers and her interest is in supporting teachers and student teachers who have been schooled or trained in the 20th century to move in new ways of learning and teaching in 21st century.  Her recent research has been an investigation into how pre-service teachers conceptualise knowledge and how this influences  their teaching.

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  • Epistemology and ontology
  • Tertiary student engagement 
  • Teaching and learning
  • Experiential learning in a tertiary context
  • The use of portfolios

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  • American Educational Research Association (AERA)
  • Association of the Supervision of Curriculum Development (ASCD)
  • British Educational Research Association (BERA)
  • New Zealand Association for Research in Education (NZARE)

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  • Ayrton, A.M. (2011) Knowing differently, not knowing more: A practitioner inquiry in primary pre-service teacher education. Teaching and Learning Research Initiative (TLRI), Ministry of Education, New Zealand. (Report for External Body) 
  • Ayrton, A. M., Major, J. and Forghani-Arani, N. (2011) Shifting Understandings about Knowledge in Teacher Education: Creating spaces for negotiating ways of knowing. (Journal article in process, publication pending) 
  • Ayrton, A. M. and Moseley, J. (2010) Conceptualising Engagement: How do relational transactions, motivation and external factors influence engagement in a tertiary setting? Warwick, London: British Educational Research Association, September, 2010. 
  • Ayrton, A. and Moseley, J. (2010) Learning Environments and Student Engagement with Learning. Teaching and Learning Research Initiative, (TLRI), Ministry of Education, New Zealand. (Report for External Body). 
  • Ayrton, A. M., Major, J. and Forghani-Arani, N. (2010) Shifting Understandings about Knowledge in Teacher Education: Creating spaces for negotiating ways of knowing. Helsinki, Finland: European Council of Educational Research, 25-27 August, 2010.
  • Mayo, E., Lockie, C., Ayrton, A., Hunt, A-M. and Webb, L. (2009) Practitioner Specialists Build a Community of Praxis: A Pilot Project. Rotorua, New Zealand: NZARE Conference & Annual Meeting, 30 Nov-4 Dec 2009. 
  • Ayrton, A. (2009) What are epistemological beliefs and why are they an important consideration when implementing the New Zealand curriculum? Rotorua, New Zealand: NZARE Conference & Annual Meeting, 30 Nov-4 Dec 2009. 
  • Ayrton, A. (2008) Beyond 'what we know we don't know'. Palmerston North, New Zealand: New Zealand Association for Research in Education (NZARE) 2008 National Conference, 24-27 Nov 2008
  • Ayrton, A.M. (2006) Teaching Around the World. Christchurch College of Education Colleague, 2006, 1, 4-5. 
  • Ayrton, A.M. and Moseley, J.M. (2004) How does formative assessment facilitate deep learning within an experiential course in a tertiary context? Auckland, New Zealand: Teacher Education Forum of Aotearoa New Zealand (TEFANZ) National Biannual Conference 2004, 5-7 Jul 2004. 
  • Ayrton, A.M. and Moseley, J.M. (2003) Experiential Learning: What is the impact of assessment? Auckland, New Zealand: New Zealand Association for Research in Education (NZARE), Australian Association for Research in Education (AARE), Joint Conference, 29 Nov-3 Dec 2003. 
  • Ayrton, A.M. (2002) Using a portfolio as an assessment tool linking theory to practicum in pre-service teacher education. Wellington, New Zealand: New Zealand Association for Cooperative Education Fifth Annual Conference, 21-22 March 2002.

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