Dr Marguerite Jones

Lecturer, Learning and Teaching - School of Education

Marguerite Jones

Phone: +61 2 6773 2033

Email: mjones46@une.edu.au

Biography

Dr Marguerite Jones is a lecturer and researcher in the School of Education, University of New England School of Education since 2013. Her research areas include innovations to pre-service teacher professional experience, teacher mentoring, and the politics of casual teaching, gifted education, and higher education. She liaises with professionals in schools across New South Wales and Australia to enhance leader and teacher practice.

Qualifications

Dip Teach, BEd, PhD

Memberships

Member Australian College of Educators (MACE)
Chair ACE New England Regional Awards Committee
Facilitator of the Transitioning into the Profession forum (our new graduates present their narrative to pre-service teaches prior to the final professional experience/ internship)

Consultancy Interests

Classroom management

School pedagogy

Gifted Education

Mentoring

Teaching Areas

Gifted Education

Classroom management through holistic approaches e.g. Positive Behaviour for Learning

Online Professional Experience as an innovation in the Observation practicum

School Pedagogy (multi-stage teaching, casual teaching, communicating with parents/ carers,
Graduate Teacher transitioning and accreditation)

Research Interests

Gifted Education

Critical reflection and transformative learning in teacher education

Casual teaching

Research Projects

Gifted education in the schooling sector: An investigation of perceptions in Australian and New Zealand schools. I am Principal Researcher working collaboratively with my colleague Dr Jennifer Charteris on this project. The mixed method study aims to explore the perceptions of Gifted Education in schools across Australia and Aotearoa/ New Zealand. We have commenced with a journal article, ‘Locating children in the matrices of intelligibility: what are the implications of exceptionality?’

Evaluation of an online approach to pre-service teacher professional experience. This study, undertaken with colleague Dr Angela Page, explores the effectiveness of an innovative unit we wrote and delivered in Trimester 1 2016. The unit, EDUC 540 Classroom management and Research: PrEx10 replaces the first professional experience, an Observation practicum of 10 days in a school, with an online practicum within the Master of Teaching, a postgraduate degree. The study evaluates students’ perceptions of the role of classroom observation in shifts in their beliefs, knowledge, skills and confidence in classroom management, and the techniques used in the classroom, after completion of the MTch unit. Likewise, it examines the pedagogical practices within PeerWise and the extent to which they create a climate of inclusivity for teacher education student learners undertaking the unit. This research is intended to be longitudinal tracking the impact of the professional learning on pre-service teachers’ ‘teaching intentions’ and teaching practice in their professional experience in Trimester 2 2016.

Mentoring the Mentors (MtM) research project. This research follows participatory action research, with colleague Dr Elisabeth Betlem in 2016, to enhance the mentoring capabilities of executive in a rural primary school. In 2017-18 a professional practice sonata form paper is being co-authored by the school-based and the university-based educators.

Influences of an undergraduate unit in Gifted Education for future classroom teachers’ research project. This study involves data gathering and analysis of the feedback of students undertaking a 150-hour undergraduate unit in Gifted and Talented education. My colleague Dr Michelle Bannister-Tyrrell and I have collaboratively written and taught the unit. The aim of the research is to determine possible shifts in perceptions and the content that proved most beneficial and influential for these future classroom teachers.

Publications

Recent Journal Articles

Charteris J., Nye, A. & Jones, M.A. (2017) A wild choreography of affect and ecstasy: Contentious pleasure (joussiance) in the academy (Chapter). Producing pleasure within the contemporary university. Edited eBook 'Producing Pleasure in Academia’ Sense Publishers. Retrieved from https://www.sensepublishers.com/catalogs/bookseries/bold-visions-in-educational-research/producing-pleasure-in-the-contemporary-university/ and the shorter version http://tinyurl.com/y8x9v3za

Jones, M. & Charteris, J. (2017). Transformative professional learning: An ecological approach to agency through critical reflection. Reflective Practice, 1-18. Doi 10.1080/14623943.2017.1307729. Available from http://www.tandfonline.com/eprint/I8TPUPjajiNYvmUbdbnC/full

Charteris J., Jones, M., Nye, A. & Reyes, V. (2017). A heterotopology of the academy: Mapping alterior assemblages as possibilised heterotopias. International Journal of Qualitative Studies in Education. 30, 340-353. Doi 10.1080/09518398.2016.1250178. Available from http://www.tandfonline.com/eprint/ybkYThWyePtjed4cIsT2/full

Charteris J., Jenkins, K., Jones, M., & Bannister-Tyrrell, M. (2017). Structural marginalisation, othering and casual relief teacher subjectivities. Critical Studies in Education, 58(1), 104-119. Available from http://www.tandfonline.com/eprint/MuSuqcTIPy8PkEmiC2Yc/full DOI:10.1080/17508487.2015.1108208

Charteris J., Jenkins, K., Jones, M. & Bannister-Tyrrell, M. (2017). Discourse appropriation and category boundary work: casual teachers in the market. Discourse: Studies in the Cultural Politics of Education, 38(4), 511-529. DOI:10.1080/01596306.2015.1113158 Available from http://www.tandfonline.com/eprint/FmuXgYtU7pmHmMF7zCNZ/full

Jones, M.A. (2017) From acute dissonance to authentic practice: A pre-service teacher’ core reflection and transformative learning in a rural internship. Australian and International Journal of Rural Education. Retrieved from http://journal.spera.asn.au/index.php/AIJRE/issue/view/27

Reyes, V., Masters, Y., Clary, D., Betlem, E., Jones, M., Charteris, J., Kivunja, C., Rizk, N. & Sigauke, A. (2016). Writing for publication group: professional development situated in the interstices of academia and performativity. Reflective Practice, 17(4), 444-455. DOI:10.1080/14623943.2016.1169170

Jones, M.A. (2009). 'Transformational learners: Transformational teachers'. School of Education, University of New England. Australian Journal of Teacher Education. 34(2) Available at: http://dx.doi.org/10.14221/ajte.2009v34n2.2

Kivunja, C., Boyd, J., Reitano, P., Jones, M. & Harrington, I. (2008).  Beginning teachers employed on a casual basis: Their lived experiences and strategies to cope. Paper presented at the 28th Annual International Seminar of the International Society for Teacher Education, School of Education, University of New England, Armidale, 20th - 25th April, 2008.

Boyd, J., Kivunja, C., Reitano, P., Jones, M. & Harrington, I. (2008). Casual beginning teachers: Who cares?. Paper presented at the International Conference of the Australian Council of Education, Hotel Grand Chancellor, Hobart, 13-15 April, 2008.

Jones, M.A. and Maxwell, T.W., (2008). Scaffolded and unscaffolded reflection on Bachelor of Education Students' Learner Self-Efficacy. Paper presented at the International Education Research Conference of the AARE, Western Australia, Fremantle, 25-29 November, 2007.

Jones, M.A. (2007). Student Teacher Self-Efficacy: Scaffolded and unscaffolded reflection. Paper presented at the 2nd Postgraduate Research Conference, School of Education, University of New England, Armidale, 14-17 July, 2007.

Jones, M. A. & Maurer, J. (2006) "Building self-efficacy beliefs through reflective practice: Developing a Learner-Teacher-Learner Model" Paper presented at the 27th Annual Seminar of the International Society for Teacher Education, Stellenbosch, South Africa, April 22-28, 2006 (90% my work).

Book Chapters

Charteris, J., Nye, A., & Jones, M. (2017). A wild choreography of affect and ecstasy: contentious pleasure (joussiance) in the academy. In S. Riddle, M. Harmes & P. Danaher (eds), Producing pleasure within the contemporary university (pp. 49-64). Rotterdam, The Netherlands: Sense Publishers

Book Chapters under review

Bannister-Tyrrell, M. Charteris, J., Jenkins, K. & Jones, M.A., Planning for Teaching. In J Allen & S. White (Eds), Learning to Teach in a New Era. (Cht 7). Cambridge University Press.

Jones, M. & Charteris, J. Transversalities in Education research: Agency in the heterotopological assemblage. (Chapter) Disruptive methodologies: Innovation and Early career research. Bloomsbury Academic.

Charteris, J. & Jones, M., Replete sensations of the refrain: Sound, action and materiality in agentic posthuman assemblages. (Chapter) Disruptive methodologies: Innovation and Early career research. Bloomsbury Academic.

Conference Presentations

Jones, M.A. & Page, A. (2016). Questioning teacher control: Is teacher education for classroom behaviour management passe? Australian Association for Research in Education Conference, Melbourne, Australia, 27 November -1 December.

Charteris, J., Nye, A. & Jones, M. (2016). Choral refrains-Joussiance an ecstasy of escape. Australian Association for Research in Education (AARE), Melbourne, 28-31 November.

Jones, M.A. (2015). ‘Developing intern teachers’ authentic practice in gifted education – More than just a bunch of professional competencies!’ World Council for Gifted and Talented Children Conference, Odense, Denmark, 10-14 August.

Jones, M.A. (2014). ‘Traversing the terrain: How an intern teacher transformed acute dissonance into authenticity in a rural school’. Society for the Provision of Education in Rural Australia 30th National Conference. 1-3 October.

Jones, M.A. (2014). Traversing the terrain: How an intern teacher transformed acute dissonance into authenticity in a rural school. Paper presented at the Society for the Provision of Education for Rural Australia Conference, 3 Decades on: Reflections of Rural Education- Achievement, Challenges and Future Directions, University of New England, Armidale, 1st- 3rd October.

Under Review

Jenkins, K., Charteris, J., Jones, M. & Bannister-Tyrrell, M. Emotions and casual teachers: Implications of the precariat for initial teacher education. Australian Journal of Teacher Education.

Jones, M.A., Page, A. & Charteris, J. (under review) An online teacher education practicum: Addressing the tenuous nexus between theory, observation and practice in teacher education. Teachers and Teaching: Theory and Practice.

Page, A., Jones, M.A., Charteris, J. & Nye, A. Relational aggression and the ‘mean boy’: Re-gendering concepts of aggressive and dangerous behavior. Feminist Media Studies

Bannister-Tyrrell, M., Bailey, J.J., Anderson, J., Dorji, R., Jones, M.A., O’Donnell-Ostini, A. & Mavropoulou, S. Initial teacher preparation for teaching students with exceptionalities: Pre-service teachers’ knowledge and perceived competence. Australian Journal of Teacher Education.

Jenkins, K., Charteris, J., Jones, M. & Bannister-Tyrrell, M. Emotions and casual teachers: Implications of the precariat for initial teacher education. Australian Journal of Teacher Education.

Charteris J., Nye, A., Jones, M.A. Posthuman ethical practice: Agential cuts in the pedagogic assemblage. Pedagogy, Culture and Society.

Page, A. & Jones, M. Rethinking teacher education for classroom behaviour management: Exploration of an alternative model using an online professional experience in an Australian university. Teaching and Teacher Education

Betlem, E., Clary, D. & Jones, M.A. Mentoring the Mentor: Professional development through  school-university partnerships. School-University Partnerships.

Research Supervision Experience

Post graduate theses
Special Topics