Professor Jane Gilbert

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Professor

Phone: +64 9 921 9999 ext 8159

Email: jane.gilbert@aut.ac.nz

Physical Address:

Room AR215, School of Education, AUT Akoranga Campus, 90 Akoranga Dr,
Northcote Auckland 0627.

Postal Address:

School of Education, AUT University,
Private Bag 92006 Auckland 1142.

Qualifications:

  • Doctor of Philosophy (Science Education, University of Waikato)
  • Master of Arts with Distinction (Applied Linguistics, Victoria University of Wellington)
  • Diploma of Teaching English as a Second Language, (Victoria University of Wellington)
  • Diploma in Teaching (Auckland College of Education)
  • Bachelor of Arts (Zoology & Anthropology, University of Auckland).

Memberships and Affiliations:

  • New Zealand Association for Research in Education (NZARE)

Biography:

Jane was appointed Professor of Education at AUT University in 2013. She was previously Chief Researcher at the New Zealand Council for Educational Research (NZCER).


Before that she was a Senior Lecturer in Education at Victoria University of Wellington, a Lecturer in Education at the University of Waikato, and, many years ago, she was a secondary school teacher of biology and science.

Teaching Areas:

Educational Futures

2018 MEd courses:

  • EDUC824 Educational Futures — Part One: The Theory
  • EDUC825 Educational Futures — Part Two: The Practice.

Supervision

PhD

  • Vincent Minjares: Tactical learning experiences in New Zealand Secondary School Boys' Basketball 
  • Hazel Redpath: At proposal stage.

MEd

  • Leanne Lamb: Mapping the conceptual landscapes of school-university partnerships: A critical discourse analysis 
  • Danielle Myburgh: Using MOOCs and complexity thinking to disrupt current debates on educational futures.
  • Dawn Sullivan: Teachers' transformational learning? A case study of teachers' views of knowledge as they participate in a collaborative think tank. 
  • Gina Potter: Present day utopias? Listening to the voices of alternative possibilities in educational futures scenarios. 
  • Latisha Kelly: Probing for change in a complex education system.

Completed PhD theses

  • Tasker, G. (2001). Students' experiences in an HIV-AIDS sexuality education programme: What they learned and the implications for teaching and learning in health education. Victoria University of Wellington PhD.
  • Watson, S. (1999). Gender and choice: Girls, single-sex schooling, and school choice. Victoria University of Wellington PhD.
  • Walshaw, M. (1999). Paradox, partiality and promise: A politics for girls in school mathematics. Massey University PhD.

Completed MA/MEd theses

  • Spiller, L. (2012) Teachers' Misunderstandings that Affect the Learning of Their Pasifika Students. Unpublished MEd thesis, Victoria University of Wellington.
  • Robertson, S. (2012). Stories of Young Migrants' Cross-Cultural Educational Transitions. Unpublished MA thesis, Victoria University of Wellington.
  • Wakelin, S. (2001). 'Liberatory' education: Some problems and possibilities. Unpublished Master of Arts thesis, Victoria University of Wellington.
  • Gendall, L. (2001). Theory to practice in mathematics education: Student teachers'planning of a classroom mathematics programme for primary school children. Unpublished Master of Education thesis, Victoria University of Wellington.
  • Meyers, T. (2000). Why are science textbooks so difficult to read? Unpublished Master of Education thesis, Victoria University of Wellington.
  • Hipkins, R. (1998). Rethinking the nature of science knowledge construction: A fruitful focus for pre-service primary teacher education. Unpublished Master of Education thesis, Victoria University of Wellington.

Research Summary:

My early-career academic work was in science education and equity issues in education. I have worked on a range of different questions in these areas for nearly 30 years. I also have a background in the sociology and philosophy of education, and language issues in education.


However, over the last fifteen years or so, I have mainly worked in the area of educational futures, looking in particular at the implications for education of Knowledge/Network Age developments.

My book Catching the Knowledge Wave? – The Knowledge Society and the future of education was published in 2005.


In 2015 I completed a three-year TLRI-funded research project following a group of teachers as they participated in PLD designed to foster "future-oriented" thinking. The findings from this project have led me into complexity/systems thinking, and I am now interested in unpacking the way concepts like collaboration, partnership, interaction and innovation are being used in educational contexts.

Current Research Projects:

I am currently Principal Investigator on a research project called: Taking the Temperature: Assessing the "future-readiness" of New Zealand teachers. This is a large-scale survey designed to assess the extent New Zealand teachers are prepared for a future-oriented education system

I am the Director of Edge Work, which is a virtual network of people interested in educational futures thinking, based at AUT University. It carries out applied research, convenes seminars and conferences, and offers bespoke professional learning for schools.

Research outputs:

Journal articles

  • Gilbert, J. (2017). Untangling constructivism, knowledge, and knowledge-building for 'future-oriented' teaching. Set: Research Information for Teachers Online First. doi:10.18296/set.0095

  • Gilbert, J. (2017). Educational makerspaces: Disruptive, educative or neither?. New Zealand Journal of Teachers' Work, 14(2). Retrieved from https://teachworkojs.aut.ac.nz/autojs/index.php/nzjtw

  • Gilbert, J. (2017). Back to the future? Aims and ends for future-oriented science education policy – the New Zealand context. Knowledge Cultures, 5(6). doi:10.22381/KC5620176

  • Gilbert, J. (2016). Transforming science education for the Anthropocene - is it possible?. Research in Science Education, 46(2). doi:10.1007/s11165-015-9498-2

  • Gilbert, J. (2013). What should initial teacher education programmes for 2022 look like and why?. Waikato Journal of Education Te Hautaka Matauranga o Waikato, 18(1).

  • Gilbert, J. (2012). Science 2.0 and school science. New Zealand Science Teacher, (131).

Book chapters

  • Gilbert, J. (2018). Is complexity thinking a useful frame for change-oriented educational research?. In V. Reyes, J. Charteris, A. Nye, & S. Mavropoulou (Eds.), Educational Research in the Age of the Anthropocene. Hershey, PA: IGI Global. Retrieved from https://www.igi-global.com/books/

Conference contributions

  • Gilbert, J. (2017). Towards a re-framing of science education for the post-carbon era. In Anticipation 2017. London UK. Retrieved from http://anticipation2017.org/

  • Gilbert, J. (2017). Transforming science education for the Anthropocene - Is it possible?. In European Science Education Research Association (ESERA) Conference 2017. Dublin.

  • Gilbert, J. (2017). Collaboration and innovation in schools - who, what, when, where, why?. In Delving Deeper 2 (South Island School Principals' Association Conference). Christchurch.

  • Gilbert, J. (2016). Back to the future? Aims and ends in 21st century science education policy development. In New Zealand Association for Research in Education - Special One day conference on Aims and Ends in Education. Christchurch.

  • Gilbert, J. (2016). Education’s complex future - What does this mean for teachers?. In #edchatnz. Hamilton NZ.

  • Gilbert, J. (2016). Reflections on the “knowledge turn”. In 6th International Knowledge and Education Research Unit (KERU) Symposium. Auckland NZ.

  • Gilbert, J. (2016). Science education in the "knowledge society" - issues and challenges. In Australasian Science Education Research Association (ASERA) Symposium: Shaping science teacher education futures - providing tomorrow's science education for tomorrow's generation. Sydney.

  • Gilbert, J., & Myburgh, D. (2015). Following or leading? Modern learning environments, digital technologies and “The future” of education – is this it?. In ULearn 2015. Auckland.

  • Gilbert, J. (2015). School makerspace - is this a disruptive influence on education's future?. In ULearn. Auckland.

  • Gilbert, J. (2015). Issues for teacher education's future in New Zealand. In Teacher Education Forum of New Zealand. Auckland.

  • Gilbert, J. (2015). The future of education - why change is needed and what this means for school leaders. In National Aspiring Principals' Conference. Auckland.

  • Gilbert, J. (2014). Teacher professional learning and development for a future-oriented education system – a “wicked problem”?. In The joint Australian Association for Research in Education (AARE) and New Zealand Association for Research in Education (NZARE) conference. Brisbane.

  • Gilbert, J., Morris, D. -G., & Donaghy, G. (2014). Teacher professional learning for a future-oriented education system – is this a “wicked problem”?. Rotorua.

  • Gilbert, J. (2014). The future of education - why change is needed and what this means for school leaders. Auckland.

  • Gilbert, J. (2014). Future-oriented education - what is it and why should we care?. In LoopEd 2014. Dufferin St, Wellington City.

Reports

  • Gilbert, J. (2015). Leading in collaborative, complex education systems. Wellington, New Zealand: Education Council of Aotearoa New Zealand. Retrieved from http://www.educationcouncil.org.nz/sites/default/files/Five%20Think%20pieces.pdf

  • Gilbert, J., Bull, A., Stevens, L., & Giroux, M. (2015). On the edge: Shifting teachers’ paradigms for the future. Wellington, New Zealand: Teaching and Learning Research Initiative. Retrieved from http://www.tlri.org.nz/

  • Gilbert, J., & Bull, A. (2014). Exploring teacher professional learning for future-oriented schooling: Working paper 1 from the Back to the Future project. Wellington, New Zealand: New Zealand Council for Educational Research (NZCER). Retrieved from http://www.nzcer.org.nz/

  • Gilbert, J., & Bull, A. (2013). Building a future-oriented science education system in New Zealand: How are we doing?. Wellington, NZ: New Zealand Council for Educational Reserach.

  • Bolstad, R., Bull, A., Carson, S., Gilbert, J., MacIntyre, W., & Spiller, L. (2013). Strengthening engagements between schools and the science community: Final report. Wellington, NZ: Ministry of Education.

  • Gilbert, J., & Bull, A. (2013). Building a future-oriented science education system in New Zealand: How are we doing?. Wellington, New Zealand: New Zealand Council for Educational Research. Retrieved from http://www.nzcer.org.nz/

  • Gilbert, J., & Bull, A. (2012). Swimming out of our depth? Leading learning in 21st century schools. Wellington, New Zealand: New Zealand Council for Educational Research. Retrieved from http://www.nzcer.org.nz/

  • Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2012). Supporting future-oriented learning & teaching – a New Zealand perspective. Wellington, New Zealand: Ministry of Education. Retrieved from https://www.educationcounts.govt.nz/publications/schooling/109306

Oral presentations

  • Gilbert, J. (2016). Leading a learning system in the New Zealand context. 33 Bowen St., Wellington, NZ.

  • Gilbert, J. (2016). Knowledge's purpose in the school curriculum - past, present, and future. Wellington.

  • Gilbert, J. (2016). Transforming teaching for "21st century learners".. Auckland.

  • Gilbert, J. (2016). Building educational futures?. Auckland.

  • Gilbert, J. (2015). The future of education - why change is needed, and what this means for teachers and school leaders. Auckland, NZ.

  • Gilbert, J. (2014). Future-oriented education - what is it?. Auckland.

  • Gilbert, J. (2014). Beyond the “Knowledge Wars” Public education for a post-carbon future?. Wellesley St Auckland.

  • Gilbert, J. (2014). Future-oriented education - what is it and why should we care?. Albany, Auckland.

  • Gilbert, J. (2014). Future-oriented education - what is it and why should we care?. Taupo, New Zealand.

  • Gilbert, J. (2014). 'Future-oriented' education - What does this mean for teaching and learning in schools?. Auckland.

  • Gilbert, J. (2013). ;Future-oriented schooling? Building 'progressive' schools to create the future we want.. Whitianga.

  • Gilbert, J. (2013). Knowledge-building - what is it?. Ngatea.

  • Gilbert, J. (2013). 'Future-oriented schooling? Building 'progressive' schools to create the future we want.. Ngatea.