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No PhD journey is the same. For Tanya, the transition into academia came “quite naturally”, having gained valuable experience through her involvement in several research groups, teams and publications. During our conversation, Tanya reflected on how her former career as a high school teacher shaped her current research practice, which has seen her work on projects with the power to transform local and international educational contexts. Tanya also shared her tips for success, emphasising the importance of collaboration and being “brave to embrace new experiences.”

Can you tell us a bit about yourself?

Hi, I’m Tanya. I graduated from UNSW in February 2024, and I’m now a lecturer and researcher at UNSW. My area of research focuses on teacher education and professional development, particularly for language and immigrant teachers. I develop strategies and models that enhance teachers’ professional growth, which I hope will contribute to addressing the current teacher shortage. My research integrates topics like the Sustainable Development Goals (SDGs) into English as a Second Language (ESL) education and examining how these themes are incorporated in ESL classrooms. I strive to create practical and impactful solutions that can be applied both locally and internationally.

My transition from PhD to academia has come quite naturally. I was a HDR student representative in the School of Education and the Teacher Education and Professional Development (TED) research group, and held an administrative support role in the ADA Student Experience team. These experiences prepared me well for my future work, from gaining a higher-level understanding of programs like NEXUS, to practical applications such as teaching and presenting at international conferences. In addition to being a founding member of the Centre for Research in Schools (CRiS), I am also a guest editor for journals such as SAGE Open and Heliyon and a reviewer for over 10 journals, including the Asia-Pacific Journal of Teacher Education.

What or who sparked your interest in this area of research?

Before joining UNSW and starting my PhD, I was a high school teacher for over 10 years. During that time, I constantly sought better ways to engage our ESL learners, making lessons more interactive and relevant by incorporating real-life topics. This sparked my interest in exploring ESL research, particularly in integrating topics like the SDGs and assessing how motivated teachers are to incorporate these themes. Over time, this interest expanded to a broader focus on teacher education and professional development.

Several individuals have significantly inspired me. One of them is my PhD supervisor, Associate Professor Hoa Nguyen. She has broadened my perspective, emphasising the importance of developing practical and useful models for professional development that can meaningfully assist teachers. Educational research, as she taught me, is not just about identifying factors but also understanding the implications of these findings and promoting impactful practices on both local and international levels.

What are you working on right now?

I am currently working on a mentoring project for PhD students in both Australian and international contexts. During my time as an HDR student representative, I was fortunate to meet my colleague, Dr Tatik Tatik, a UNSW graduate. Together with my thesis supervisor, Associate Professor Hoa Nguyen, she initiated a mentoring program for HDR students at the School of Education. This experience inspired us to develop an effective HDR mentoring model. With several rounds of funding, our research expanded internationally, offering opportunities to introduce this model to other universities. This project is particularly exciting as it demonstrates the tangible impact of research, moving beyond theory to practical application, and uncovering interesting contextual elements along the way.

Another project I am working on involves professional development cultures at various schools in New South Wales (NSW) with Associate Professor Tony Loughland. As founding members of the Centre for Research in Schools, we are planning, implementing, and building a professional development model aimed at enhancing teachers’ professional renewal and fostering strong professional growth cultures within schools. This project is exciting as it allows me to collaborate with different partner schools, develop practical solutions, and witness the positive changes in school communities.

What do you find most rewarding about being a researcher?

What I find most rewarding about being a researcher is the continuous process of learning—through thinking, doing, and collaborating. Research begins with a topic of interest, and as you explore it further, you often join forces with others on related subjects, expanding your scope and making meaningful contributions. You can build something genuinely helpful, such as models for understanding how groups of teachers reflect on their practices or how to build support within schools and among peers. This transformative work has the power to serve humanity, making it immensely satisfying.

Collaboration is also a key highlight for me. The members of the TED Committee at the School of Education, known as the Teddies, have been particularly inspiring. They embody the spirit of teamwork, pooling their expertise in curriculum, assessment, professional development, language, and literacy to drive change. The collective power of research and collaborative effort is truly remarkable and underscores the profound impact we can achieve together.

What piece of advice would you give to someone who is considering or about to transition into academia?

I would say pursue your dream. A quote from my favourite author Paulo Coelho, “And, when you want something, all the universe conspires in helping you to achieve it.” This rings true for me in many ways. Some people may give up because they don’t want to wait, and others might take up different opportunities because of other reasons. Every choice is valid, but if you feel that research is your true passion, don’t let it go. Even though there are many revisions and sometimes rejections, there is always an opportunity around the corner.

Another piece of advice is to broaden your exposure, especially during your PhD journey. Take on administrative or collegial duties, such as working as an HDR student representative or joining research groups. Collaborate with your peers, including fellow HDR students and your supervisors. Attend conferences and workshops to listen to new and inspiring ideas that can guide your next steps. Also, take up teaching roles—tutorials, seminars, lectures, or marking. All these experiences count towards understanding different program structures and will help you quickly fit into a team once you graduate and start working. Be brave to embrace new experiences.

To learn more about Dr Tanya Kwee's research, projects and achievements, visit her Researcher Profile.