Associate Professor Tony Loughland

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Associate Professor Tony Loughland

Head of School

BTeach UTS Sydney 1994

B.Ed (Hons)��UTS Sydney 1998

PhD UTS Sydney 2007

Arts, Design & Architecture

School of Education

Tony Loughland is an Associate Professor and Head of School in the School of Education at the University of New South Wales. Tony is an experienced educator who likes to think that theory should be the plaything of practice. Tony is currently leading projects on ��mentoring conversations on professional experience, school-based teacher education, and professional growth cultures in schools.

Phone

+61-2-9065 5598

E-mail

tony.loughland@unsw.edu.au

Location

F20.127 Goodsell Building

Books | 2023

Winslade M; Loughland T; Eady MJ, 2023, Correction to: Work-Integrated Learning Case Studies in Teacher Education (Work-Integrated Learning Case Studies in Teacher Education, (2023), (1-403), 10.1007/978-981-19-6532-6),

Books | 2023

Winslade M; Loughland T; Eady MJ, 2023, Work-Integrated Learning Case Studies in Teacher Education: Epistemic Reflexivity,

Books | 2019

Grima-Farrell C; Loughland T; Nguyen H, 2019, Theory to Practice in Teacher Education The Critical Challenge of Translation,

Books | 2019

Loughland T, 2019, Teacher Adaptive Practices Extending Teacher Adaptability into Classroom Practice, Springer,
Book Chapters | 2023

Eady M; Loughland T; Winslade M, 2023, 'Revisiting Our Understanding of Partnerships in the Pre-service Teaching Space: Key Findings and Conclusions.', in Work-Integrated Learning Case Studies in Teacher Education,

Book Chapters | 2023

Loughland T; Bostwick K, 2023, 'GROWing into the Profession: Promoting Pre-service Teachers’ Subjectification Through Critical Reflection on Professional Experience', in Work-Integrated Learning Case Studies in Teacher Education

Book Chapters | 2023

Loughland T; Clifton J, 2023, 'It’s a Horror Movie Right There on My Computer Screen: The Beautiful Risk of Work-Integrated Learning.', in Work-Integrated Learning Case Studies in Teacher Education,

Book Chapters | 2023

Loughland T; Winslade M; Eady M, 2023, 'Introduction: The Purpose of This Book.', in Work-Integrated Learning Case Studies in Teacher Education,

Book Chapters | 2023

Winslade M; Loughland T; Eady MJ, 2023, 'Correction to: Work-Integrated Learning Case Studies in Teacher Education', in Work-Integrated Learning Case Studies in Teacher Education, Springer Nature Singapore, pp. C1 - C1,

Book Chapters | 2022

Winslade M; Loughland T; Eady M, 2022, 'Reimagining the School-University Partnership and the Role of the School-Based Professional Experience Coordinator: A New South Wales Case Study.', in School-University Partnerships—Innovation in Initial Teacher Education,

Book Chapters | 2019

Pei M; Loughland T; Jin W; Nguyen HTM, 2019, 'Building Teachers’ Collective Efficacy: An Insight from a Language Teacher Education Program in China', in Springer International Handbooks of Education, pp. 1195 - 1211,

Book Chapters | 2019

Pei M; Loughland T; Wei J; Nguyen H, 2019, 'Building Teachers’ Collective Efficacy: An Insight from a Language Teacher Education Program in China.', in Second Handbook of English Language Teaching, Springer, Cham,

Book Chapters | 2017

Loughland T; Nguyen HTM, 2017, 'Boundary objects and brokers in professional experience: An activity theory analysis', in Educating Future Teachers: Innovative Perspectives in Professional Experience, pp. 71 - 87,

Book Chapters | 2017

Nguyen HTM; Loughland T, 2017, 'Boundary objects and brokers in professional experience: An activity theory analysis', in Ambrosetti A; Capeness R; Kriewaldt J; Rossison D (ed.), Educating teachers: Innovative perspectives in professional experience, Springer, Singapore:, pp. 50 - 71

Book Chapters | 2009

Loughland T, 2009, 'Enhancing Communication with Effective Resources', in Ewing R; Lowrie T; Higgs J (ed.), Teaching and Communicating. Rethinking Professional Experiences, Oxford University Press, Melbourne

Book Chapters | 1998

Walker K; Loughland T, 1998, 'Is this an Instruction Manual? An Introduction to Social Theory', in , pp. 3 - 14
Edited Books | 2023

Winslade M; Loughland T; Eady M, (eds.), 2023, Work-Integrated Learning Case Studies in Teacher Education,
Journal articles | 2025

Pan J; Loughland T; Collie RJ; Kingsford-Smith AA; Ryan M; Mansfield C; Davey R; Monteleone C; Tanti M, 2025, 'The impact of practicum job demands and resources on pre-service teachers’ occupational commitment and job intent', Teaching and Teacher Education, 153,

Journal articles | 2024

Curtis E; Nguyen HTM; Larsen E; Loughland T, 2024, 'The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role', British Educational Research Journal, 50, pp. 1327 - 1349,

Journal articles | 2024

Kingsford-Smith AA; Alonzo D; Beswick K; Loughland T; Roberts P, 2024, 'Perceived autonomy support as a predictor of rural students’ academic buoyancy and academic self-efficacy', Teaching and Teacher Education, 142,

Journal articles | 2024

Larsen E; Curtis E; Mai Nguyen HT; Loughland T, 2024, 'Building personal and relational readiness for collaborative teacher mentoring through the intellectual virtues', International Journal of Mentoring and Coaching in Education,

Journal articles | 2024

Tatik T; Nguyen H; Loughland T, 2024, 'The impact of standards on novice teachers during mandated teaching induction: lessons from the Indonesian context', Asia-Pacific Journal of Teacher Education, 52, pp. 28 - 46,

Journal articles | 2023

Kingsford-Smith AA; Collie RJ; Loughland T; Nguyen HTM, 2023, 'Teacher wellbeing in rural, regional, and metropolitan schools: Examining resources and demands across locations', Teaching and Teacher Education, 132, pp. 104229,

Journal articles | 2023

Larsen E; Curtis E; Nguyen HTM; Loughland T, 2023, 'Perspectives on teacher standards in the mentoring process: insights from mentors and early career teachers in an Australian context', Educational Review,

Journal articles | 2023

Larsen E; Jensen-Clayton C; Curtis E; Loughland T; Nguyen HTM, 2023, 'Re-imagining teacher mentoring for the future', Professional Development in Education,

Journal articles | 2023

Larsen E; Nguyen HTM; Curtis E; Loughland T, 2023, 'It's a question of balance: Reconsidering learning partnerships through genuine teacher mentoring conversations', Teaching and Teacher Education, 133, pp. 104280,

Journal articles | 2023

Loughland T; Bostwick K, 2023, 'A taxonomy of clinical reasoning for pre-service teachers on professional experience', Australian Educational Researcher, 50, pp. 1497 - 1512,

Journal articles | 2023

Maras K; Townend G; Loughland T; Nguyen HTM; Alonzo D; McGregor M; Gao X; Kwee CTT, 2023, 'Arguing for the Subjectification of Graduate Teachers', Australian Journal of Teacher Education, 48, pp. 119 - 133,

Journal articles | 2022

Alonzo D; Loughland T, 2022, 'Variability of Students’ Responses to Assessment Activities: The Influence of Achievement Levels', International Journal of Instruction, 15, pp. 1071 - 1090,

Journal articles | 2022

Asih R; Alonzo D; Loughland T, 2022, 'The critical role of sources of efficacy information in a mandatory teacher professional development program: Evidence from Indonesia's underprivileged region', Teaching and Teacher Education, 118,

Journal articles | 2022

Loughland T; Ryan M, 2022, 'Beyond the measures: the antecedents of teacher collective efficacy in professional learning', Professional Development in Education, 48, pp. 343 - 352,

Journal articles | 2021

Loughland T; Bostwick K; Nguyen H; Durksen T, 2021, 'Looking to GROW: The absence of goal setting in post-lesson mentoring conversations on work-integrated learning placements', International Journal of Work-Integrated Learning, 22, pp. 475 - 487,

Journal articles | 2021

Raffe C; Loughland T, 2021, '“We’re not data analysts”: Teachers’ perspectives on factors impacting their use of student assessment data', Issues in Educational Research, 31, pp. 224 - 240,

Journal articles | 2020

Loughland T; Nguyen HTM, 2020, 'Using teacher collective efficacy as a conceptual framework for teacher professional learning – A case study', Australian Journal of Education, 64, pp. 147 - 160,

Journal articles | 2020

Ryan M; Loughland T, 2020, 'Preparing teachers for reflexive leadership roles in schools', Journal of Education for Teaching, 46, pp. 676 - 689,

Journal articles | 2019

Loughland T; Alonzo D, 2019, 'Teacher adaptive practices: A key factor in teachers' implementation of assessment for learning', Australian Journal of Teacher Education, 44, pp. 18 - 30,

Journal articles | 2018

Loughland T; Alonzo D, 2018, 'Teacher adaptive practices: Examining links with teacher self-efficacy, perceived autonomy support and teachers’ sense of adaptability', Educational Practice and Theory, 40, pp. 55 - 70,

Journal articles | 2018

Nguyen TMH; Loughland T, 2018, 'Pre-service teachers’ construction of professional identity through peer collaboration during professional experience: A case study in Australia', Teaching Education, 29, pp. 81 - 97,

Journal articles | 2017

Loughland T; Ellis NJ, 2017, '‘Where to next?’ Examining feedback received by teacher education students.', Issues in Educational Research,, 27, pp. 86 - 98,

Journal articles | 2016

Loughland T; Ellis N, 2016, 'A Common Language? The Use of Teaching Standards in the Assessment of Professional Experience: Teacher Education Students’ Perceptions', Australian Journal of Teacher Education, 41, pp. 56 - 69,

Journal articles | 2016

Loughland T; Ellis NJ, 2016, 'A Common Language? The Use of Teaching Standards in the Assessment of Professional Experience: Teacher Education Students’ Perceptions', Australian Journal of Teacher Education, 41, pp. 56 - 69,

Journal articles | 2016

Loughland T; Nguyen HTM, 2016, 'Using the instructional core to implement a professional learning program for primary science teachers in Australia : Insights from implementation and outcomes', Teacher Development, pp. 1 - 23,

Journal articles | 2016

Loughland T; Thompson G, 2016, 'The problem of simplification: think-tanks, recipes, equity and ‘Turning around low-performing schools’', Australian Educational Researcher,

Journal articles | 2016

Loughland T; Vlies P, 2016, 'The Validation of a Classroom Observation Instrument Based on the Construct of Teacher Adaptive Practice', The Educational and Developmental Psychologist, 33, pp. 163 - 177,

Journal articles | 2016

Loughland TF; Ellis NJ, 2016, 'The Challenges of Practitioner Research: A Comparative Study of Singapore and NSW', Australian Journal of Teacher Education, 41, pp. 122 - 136,

Journal articles | 2015

Ginns P; Loughland A; Tierney RJ; Fryer L; Amazan R; McCormick A, 2015, 'Evaluation of the Learning to Teach for Social Justice–Beliefs Scale in an Australian context', Higher Education Research & Development, 34, pp. 311 - 323,

Journal articles | 2015

Loughland T; Kilpatrick L, 2015, 'Formative assessment in primary science', Education 3-13, 43, pp. 128 - 141,

Journal articles | 2014

Loughland T; Sriprakash A, 2014, 'Bernstein revisited: the recontextualisation of equity in contemporary Australian school education', British Journal of Sociology of Education, pp. 1 - 18,

Journal articles | 2012

Kilpatrick L; Loughland T, 2012, 'Looking for the Interactive in IWBs: critical literacy and pedagogical interactivity in a year one classroom', Scan, 31,

Journal articles | 2012

Loughland T; Bowen M, 2012, 'Action research built on uncertain foundations: the internship and action-research in a graduate teaching degree', McGill Journal of Education, 47, pp. 345 - 358

Journal articles | 2012

Loughland T, 2012, 'Teacher Professional Learning in Pursuit of the Common Good: A Discussion of the Role of Demonstration Schools in Teacher Education', McGill Journal of Education, 47, pp. 53 - 68,

Journal articles | 2003

Loughland T; Meyenn B, 2003, 'Information technology across the teacher education curriculum: more claims than evidence [Paper in: Transformations in Education: Innovations in Teacher Education, Horsley, Mike and Groundwater-Smith, Susan (eds.).]', Change (Sydney, NSW), 6, pp. 102

Journal articles | 2003

Loughland T; Reid A; Walker KIM; Petocz P, 2003, 'Factors Influencing Young People's Conceptions of Environment', Environmental Education Research, 9, pp. 3 - 19,

Journal articles | 2003

Walker K; Loughland T, 2003, 'The socio-cultural influences on environmental understandings of Australian school students: a response to Rickinson', Environmental education research, 9, pp. 227 - 239

Journal articles | 2002

Loughland T; Reid A; Petocz P, 2002, 'Young people's conceptions of environment: A phenomenographic analysis', Environmental Education Research, 8, pp. 187 - 197

Journal articles | 2001

Walker K; Loughland T; Brady L; Petocz P; Reid A, 2001, 'What do children think about the environment and where do their ideas come from? A study of the socio-cultural influences on environmental understandings of Australian schoolchildren', American Educational Research Association Annual Conference, Seattle, April
Reports | 2023

Beswick K; Roberts P; Eacott S; Holden R; Alonzo D; Downes N; Mularcyzk L; Loughland T; Cridge S; Corbyn E; Bedford M, 2023, Rural and Regional Education Project: Final Report, Department of Education,

Reports | 2021

Eacott S; Loughland T; Niesche R; Durksen T; Heffernan A; Gobby B, 2021, High-impact school leadership: case study 3

Reports | 2021

Eacott S; Loughland T; Niesche R; Durksen T; Heffernan A; Gobby B, 2021, High-impact school leadership: case study 4

Reports | 2021

Eacott S; Niesche R; Heffernan A; Loughland T; Gobby B; Durksen T, 2021, High-impact school leadership in regional, rural and remote schools,

Reports | 2021

Eacott S; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2021, High-impact school leadership: case study 1

Reports | 2021

Eacott S; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2021, High-impact school leadership: case study 2

Reports | 2021

Loughland T, 2021, Examining the Role of the School Professional Experience Coordinator in the NSW Department of Education’s Professional Experience Hub School Program

Reports | 2020

Eacott S; Raffe C; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2020, Attracting and retaining high impact school leaders and educators in regional, rural and remote schools. Report 1: Barriers and Challenges, 1

Reports | 2020

Eacott S; Raffe C; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2020, Attracting and retaining high impact school leaders and educators in regional, rural and remote schools. Report 3: Non-monetary Incentives, 3

Reports | 2020

Eacott S; Raffe C; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2020, Attracting and retaining high-impact school leaders and educators in regional, rural and remote schools. Report 2: High-Impact Leadership, 2

Reports | 2019

Loughland T, 2019, Supervising teachers’ application of the graduate teaching standards to the assessment of professional experience

Media | 2023

Kingsford-Smith A; Loughland T; Collie R; Nguyen HTM, 2023, How do we retain teachers? Supporting them to work together could help, ,

2022

2019-2020 NSW DoE Rural and Regional Schools Research project

Erasmus Teaching Fellowship Award Feb 2019
UNSW Arc Postgraduate Research Supervision Award Nov 2018
UNSW Arc Postgraduate Award for Outstanding Teaching in Coursework 2023

Graduate Ready Schools: The role of job demands and resources on the job intentions��of graduate��teachers
Mentoring conversations on professional experience
Professional Growth Cultures: What are the necessary pre-conditions for professional learning in schools?

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2021-	Curriculum Reform Advisory Group, NSW DoE
2019-2021	Treasurer of ATEA
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My Research Supervision

I currently have two Scientia PhD students in the area��of teacher retention.��
I have supervised ten PhD students to successful completion

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