Dr Timothy Moss
Deputy Head of School
B.Ed (Hons), PhD
Contact Details
| Contact Campus |
Cradle Coast Campus |
| Building |
Cradle Coast Campus |
| Room Reference |
D209 |
| Telephone |
+61 3 6430 5286 |
| Fax |
+61 3 6430 4950 |
| Email |
Timothy.Moss@utas.edu.au |
Teaching Responsibilities
- ESH110 Foundations of Literacy
- ESH304 Reflective Practitioner – Classroom Researcher
Publications
- Moss, T. & Pittaway, S. (2012). Student identity construction in online teacher education: A narrative life history approach. International Journal of Qualitative Studies in Education (iFirst), pp. 1-15.
- Castleton, G., Moss, T., & Milbourne, S. (2011). Challenges in leading for literacy in schools. In T. Le, Q. Le, & M. Short (Eds.. Language and Literacy Education in a Challenging World (pp. 91-105). New York, NY: Nova Science Publishers.
- Hay, I., Castleton, G., Callingham, R., Edmunds, B., Fielding-Barnsley, R., Moss, T., & Grimbeek, P. (2011) Advancing Literacy in Tasmanian Primary Schools. Hobart, Tas: University of Tasmania/ Tasmanian Department of Education.
- Pittaway, S. & Moss, T. (2010, June 17). Starting again: Narratives of academic identity in online teaching. Paper presented at the Academic Identities for the 21st Century Conference, Glasgow, UK.
- Moss, T. & Pittaway, S. (2010, June 16). Changing lives, changing selves: Negotiating the world of online teacher education. Paper presented at the Academic Identities for the 21st Century Conference, Glasgow, UK.
- Moss, T., Pittaway, S. & McCarthy, R. (2007). The first year experience: Transition and integration into teacher education, AARE 2006 International Education Research Conference Proceedings, 27 - 30 November 2006, Adelaide, Australia EJ ISBN 1324-9320
- Moss, T. (2007). 'Nurturing' the research spirit: Speaking from the margins of educational research, AARE 2006 International Research Conference Proceedings, 27 - 30 November 2006, Adelaide, Australia EJ ISSN 1324-9320
- Moss, T., Thomas, S., & Wallis, L. (2007). Thinking critically about learning in the discipline: Engaging students in Architectural education, Herdsa 2007, 8-11 July 2007, Adelaide
- Pittaway, S., & Moss, T. (2006). Contextualising student engagement: Orientation and beyond in teacher education. Paper presented at the Pacific Rim First Year in Higher Education conference, July 2006
- Thomas, S., & Moss, T. (2006). Teachers and students as co-participants in the assessment process: Integrating learning and assessment for student empowerment, Enhancing Student Learning: 2006 Evaluations and Assessment Conference Refereed Papers, 30 November - 1 December 2006, Bentley, Western Australia, pp. 89-96. ISBN 1 74067 507 X
- Moss, T., Smigiel, H., Thomas, S., & Trivett, N. (2005). Making the invisible visible, The Reflective Practitioner, 3-4 February 2005, Murdoch Western Australia EJ
- Innes, M., Moss, T., & Smigiel, H. (2001). What Do the Children Say? The Importance of Student Voice, Research in Drama Education, 6 (2), 207-221.
Achievements
Tim is Deputy Head of School, a role that encompasses responsibilities related to academic administration and learning and teaching. Tim also represents the Faculty of Education at institutional level, through participation in the MyLO Implementation Team and the Curriculum Development Group. Tim has previously held roles as Acting Chair of the Faculty of Education Learning and Teaching Committee, and Chair of the Cradle Coast Campus Learning and Teaching Committee.
Within the professional context, Tim is a past President of Drama Tasmania (the Tasmanian professional association for the teaching of Drama and Theatre) and has also held roles on the Drama Australia national executive, including as National Conference Director and National Director of Research. Over his years in the Faculty, Tim has consistently been nominated for, and has received, Teaching Merit awards.
Areas of Research Interest
- Student engagement in higher education (particularly academic literacy and academic engagement)
- Student identity construction
- Teacher education pedagogy (particularly with regard to online teacher education)
- Whole-school approaches to literacy, and home-school partnerships in literacy
- Narrative and Arts-Based research methodologies.
Current RHD Supervisions
- Primary Supervisor: The Role of the Marimba, and Associated Pedagogical Practices, and its Influence on Students' Musical Self-Perception and Instrumental Retension During the Four Years of High School Education
- Primary Supervisor: An Exploration of the Transformative Experience as Perceived by an Emerging Art Teacher During the Process of Negotiating their Identity Within the Classroom Context
- Primary Supervisor: Can Teaching Ethical Principles, Values and Decision Making Models in an Upper Secondary Educational Setting Develop Active Ethical Awareness
- Co-supervisor: Transitions- Investigating Effective Literacy Practices in Primary and Secondary Education
- Co-supervisor: Conformity, Disciplinary Power and Docility in the Coach-Mentor Coach Relationship.
RHD Completions
- Patients as Partners in the Development of Medical Students' Professional Identity (Masters)
- Curriculum Reform in an Australian Medical School- A Narrated Journey (PhD)
- Teaching Daze- Stories of Self and Others (PhD)
- Identity Spaces- Narratives of Being and Becoming a Teacher (PhD)
- Coming Home- University Exchange Students' Narratives of Cultural Re-entry (PhD)
- "Things Are Always Changing"- Investigating Tasmanian Early Childhood Teachers' Perceptions of Teaching (EdD)
