Professor John Loughran (Faculty of Education, Monash)

Job title:	Professor
Qualifications:	B.Sc., Dip.Ed., M.Ed.St., Ph.D.

Location:	Clayton, building 6, room 335
Phone:	+61 3 990 52847

Email:	John.Loughran@Education.monash.edu.au John.Loughran@Education.monash.edu.au
Fax:	+61 3 990 52779

Teaching commitment

Biography

John Loughran was a high school science teacher for ten years before moving into science teacher education at Monash University. His research and teaching interests are based on the development of teachers' knowledge and the way that this is influenced and developed through teacher preparation, beginning teaching and professional development. Inevitably then his research has spanned both science education itself and the related fields of professional knowledge and reflective practice. John was the Director of Teacher Education at Monash for 5 years through which his interest in teacher preparation was further developed. Consequently, he has spent considerable time researching learning to teach and has been invited to work with teachers and researchers across Australia and internationally in Hong Kong, Sweden, U.K., U.S.A., Canada, Belgium and New Zealand. John is currently involved in teaching in the undergraduate double degree program and the M.Ed. program. John supervises a range of doctoral students across the science, reflective practice/self-study, teaching and learning fields. He continues to be involved with schools through a range of projects and through professional development and in-service roles. John has been involved in a number of research projects (Faculty funded through to Large ARC funding) including: Beginning teachers; Learning about teaching in Pre-service education; science teaching and learning; pedagogical content knowledge; PAVOT project and Science teacher research. John is the co-editor (with Tom Russell) of STUDYING TEACHER EDUCATION and an executive editor of Teachers and Teaching: Theory and Practice. He is a also member of a number of editorial boards (Research in Science Education; International Journal of Reflective Practice, Teacher Education Quarterly and, Asia Pacific Forum on Science Learning and Teaching) and is a reviewer for a number of other journals. John has had numerous Research Grants pertaining to Science teacher education and teacher as researcher.

Research Interests

Teacher Education and the knowledge base of teaching about teaching; Teaching strategies that enhance greater student understanding; Approaches to learning and developing a better understanding of how learning occurs; The how and why of reflective practitioners; Making science teaching more interesting for students.

Professional Associations

Supervision

Editorial

Co-editor (with Tom Russell, Queen's university Canada) Studying Teacher Education

Publications

Loughran, J.J. (2010). What expert teachers do: Teachers' professional knowledge of classroom practice. Sydney & London: Allen & Unwin, Routledge.

Russell, T., & Loughran, J.J. (Eds.) (2007). Enacting a Pedagogy of Teacher Education: Values, relationships and practices. London: Routledge.

Loughran, J.J. (2006). Developing a Pedagogy of Teacher Education: Understanding teaching and learning about teaching. London: Routledge.

Loughran, J.J., Berry, A., & Mulhall, P. (2006). Understanding and Developing Science Teachers Pedagogical Content Knowledge. Rotterdam: Sense Publishers

Loughran, J.J., Hamilton, M.L., LaBoskey, V.K., & Russell, T.L. (Eds.) (2004). The International Handbook of Self-Study of Teaching and Teacher Education Practices (Volumes 1 & 2). Dordrecht: Kluwer Academic Publishers.

Wallace, J., & Loughran, J.J. (Eds.) (2003). Leadership and Professional Development in Science Education: New Possibilities for Enhancing Teacher Learning. London: Routledge.

Loughran, J.J., & Russell, T.L. (Eds.) (2002). Improving Teacher Education Practices Through Self-study. London: Routledge-Falmer.

Loughran, J.J., Mitchell, I.J. & Mitchell, J. (Eds.) (2002). Learning from Teacher Research. New York: Teachers College Press.

Loughran, J.J. (Ed.). (1999). Researching Teaching: Methodologies and Practicse in Understanding Pedagogy. London: Falmer Press.

Loughran, J.J. & Northfield, J.R. (1996). Opening the Classroom Door: Teacher, Researcher, Learner. London: Falmer Press.

Loughran, J.J. (2009). Using a research agenda to inform teaching science teaching. In Stephen Ritchie (Ed.). The world of science education: Handbook of research in Australasia. Dordrecht: SENSE.

Hamilton, M.L., Loughran, J.J., & Marcondes, M.I. (2009). Teacher Educators, Student Teachers and the Self-Study of Teaching Practices. In Swenen, A., & VanderKlink, M. (Eds.). Becoming a teacher educator: Theory and practice for novice teacher educators. (pp. 205 217). Dordrecht: Springer.

Loughran, J.J., Korthagen, F.A.J., & Russell, T. (2008). Teacher Education that Makes a Difference: Developing Foundational Principles of Practice. In Cheryl J. Craig & Louise Deretchin (Eds.). Imagining a resaissance in teacher education, Teacher Education Yearbook XVI. (pp. 405 421). Lanham, Maryland: R& L Education.

Loughran, J.J. (2008). Toward a better understanding of teaching and learning about teaching. In Marilyn Cochran-Smith, Sharon Feiman Nemser & D. John McIntyre & Kelly E. Demers (Eds.), Handbook of Research on Teacher Education: Enduring issues in changing contexts (3rd edition) (pp. 1177 1182). London: Routledge press.

Loughran, J.J. (2007). Science teacher as learner. In Lederman and Abell (Eds) Handbook of Science Education (pp. 1043-1066). Philadelphia: Erlbaum.

Loughran, J.J. (2007). Encouraging a student teacher as researcher stance in teacher education. In Jude Butcher & Lorraine McDonald (Eds.) Making a difference: Challenges for teachers, teaching and teacher education. Dordrecht: Sense publishers.

Loughran, J.J. (2007). Teachers as Leaders: Building a knowledge base of practice through researching practice. In T. Townsend & R. Bates (Eds.), Handbook on Leadership in Teaching. Dordrecht: Springer

Loughran, J.J. (2004). Learning through Self-study. In Loughran, J.J., Hamilton, M.L., LaBoskey, V.K., & Russell, T.L. (Forthcoming). The International Handbook of Self-Study of Teaching and Teacher Education Practices (Volumes 1 & 2, pp. 151 - 192). Dordrecht: Kluwer Academic Publishers.

Loughran, J.J. (2003). Exploring the Nature of Teacher Research. In Anthony Clarke & Gaalen Erickson (Eds.) Teacher Research. London: RoutledgeFalmer.

Loughran, J.J. (2003). Leading with a focus on science teaching and learning. In John Wallace & John Loughran (Eds). Leadership and Professional Development in Science Education: New Possibilities for Enhancing Teacher Learning. London: Routledge.

Berry, A., & Loughran, J.J. (2002). Developing an Understanding of Learning to Teach in Teacher Education. In John Loughran & Tom Russell (Eds.) Improving Teacher Education Practices Through Self-study. London: Routledge.

Loughran, J.J. (2009). Is teaching a discipline?: Implications for teaching and teacher education. Teachers and Teaching: Theory and Practice, 15 (2), 189 203.

Dimova, Y., & Loughran, J.J. (2009). Developing a big picture understanding of reflection in pedagogical practice. Reflective Practice, 10 (2), 205 217.

Loughran, J.J., Berry, A., & Mulhall, P. (2008). Pedagogical content knowledge in science teacher education. International Journal of Science Education. 30 (10), 1301 - 1320

Loughran, J.J. (2007). Researching teacher education practices: Responding to the challenges, demands and expectations of self-study. Journal of Teacher Education, 58 (1), 12 - 20.

Korthagen, F.A.J., Loughran, J.J., & Russell, T.L. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22 (8), 1020 1041.

Loughran, J., & Berry, A. (2005). Modelling by Teacher Educators. Teaching and Teacher Education, 21(2), 193 - 203

Loughran, J.J. (2004). Student teacher as researcher: Accepting greater responsibility for learning about teaching. Australian Journal of Education, 48 (2), 213 221.

Loughran, J.J., Mulhall, P., & Berry, A. (2004). In search of Pedagogical Content Knowledge in Science: developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching, 41 (4), 370 391.

Loughran, J.J. (2003). In Search of Meaning in Teaching about Teaching: Self-study of Teacher Education Practices. International Journal of Educational Policy, Research and Practice, 4 (2), 3 38.

Loughran, J.J. (2002). Effective Reflective Practice: in search of meaning in learning about teaching, Journal of Teacher Education, 53 (1), 33 43.

Loughran, J.J., Milroy, P., Berry, A., Gunstone, R.F., & Mulhall, P. (2001). Science Cases in Action: Documenting Science Teachers Pedagogical Content Knowledge through PaP-eRs. Research in Science Education, 31 (1), 267 289.

Loughran, J.J. (1999). Professional Development for Teachers: a growing concern. The Journal of In-Service Education, 25 (2), 261 272.

Berry, A., Mulhall, P., Gunstone, R.F. & Loughran, J.J. (1999). Helping Students Learn from Laboratory Work. Australian Science Teachers Journal, 45 (1), 27 31.