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Chad Morrison

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Chad Morrison

Academic Director, Professional Experience

Room A214, Building B, Newnham Campus

+61 3 6324 3525 (phone)

Chad.Morrison@utas.edu.au

Dr Chad Morrison is the Academic Director of Professional Experience in the Faculty of Education. His research interests include the preparation of pre-service teachers (with a specific interest in Professional Experience programs) and early career teachers and teaching. These research fields incorporate a range of interrelated topics including the development, wellbeing and identity work of teachers, their teaching contexts, and, the structural, cultural and political factors that shape this work and the outcomes associated with it. The participation, wellbeing and engagement of students is fundamentally tied issues relating to their teachers, and these represent another overlapping teaching/research concentration.

Career summary

Qualifications

  • PhD (2012), 'I’ve got my degree and teacher registration but where do I get my professional identity?', University of South Australia
  • Grad.Cert.Ed.(UniTeach) (2011), University of South Australia
  • B.Ed.(HONS)(JPP)  (2005), University of South Australia

Biography

Dr Chad Morrison commenced his teaching career as a Primary classroom teacher in South Australia, working in a range of diverse contexts. His experiences within educationally disadvantaged, rural and remote schools led to doctoral study into the experiences, wellbeing and identity work of early career teachers who commence their careers in these contexts. This research activity emphasised the importance of relevant preparatory experiences for pre-service teachers about these contexts and the nature of early career teaching within them.  Through his role as Lecturer in the School of Education, University of South Australia, Dr Morrison’s research and teaching agenda developed around these themes of preparing pre-service teachers for career entry in complex contexts and investigating the experiences of early career teachers during their transitions into the profession. His roles of Lecturer in the Faculty of Education, Monash University, and Senior Lecturer in the School of Education, Tabor College of Higher Education, have allowed him to continue to pursue this agenda. Throughout this time Dr Morrison has applied the centrality of effective relationships to his research and teaching, often emphasised by his various roles within Professional Experience. As an Executive Member of the Australian Teacher Education Association (ATEA), Dr Morrison established and facilitated the Association’s Early Career Researcher Network as an expression of the need to build capacity within teaching and research communities through relationships. As Academic Director of Professional Experience in the Faculty of Education at University of Tasmania, Dr Morrison’s agenda is to nurture the strong relationships between the Faculty and its external partners and stakeholders, make important contributions to pre-service teachers’ learning within the Professional Experience program, and, contribute to the communities that partner with the University in this important work.

Research Themes

Dr Morrison’s work relates directly to the University’s research theme of Creativity, Culture and Society through the productive contributions that Education makes to communities. Educational participation, engagement and attainment underpins productive and vibrant societies and through his role and research Dr Morrison seeks to facilitate strong relationships, critical engagement and participation with the University’s local and wider communities. As such, Dr Morrison’s research also relates directly to the University’s research theme of Data, Knowledge and Decisions. Evidence-based practice in initial teacher education means using reliable, valid and rigorous data to drive practice. Productive preparation of pre-service teachers through Professional Experience is underpinned by the contributions of leaders and experienced educators in the field. Consequently, working in partnership with our partners and colleagues means developing accurate understandings of our pre-service teachers and our work and the needs of our partners and communities.

Memberships

Professional practice

  • Australian Teacher Education Association (ATEA), Member
  • Teachers Registration Board of South Australia (TRB), Registered Teacher
  • National Academic Directors of Professional Experience (NADPE), Steering Committee Member (Tasmanian Rep.)
  • Australian Research Alliance for Children and Youth (ARACY), Member

Teaching

Professional Experience; Early Career Teacher Identity and Wellbeing; Classroom and Behaviour Management; Primary Education

Research Appointments

  • Australian Teacher Education Association, National Executive Committee (2013-2015)

View more on Dr Chad Morrison in WARP

Expertise

  • Professional Experience
  • Early career teachers and teaching
    • Teacher professional identity
    • Early career teacher resilience
  • Rural and remote education
  • Educational disadvantage
  • Classroom and behaviour management

Collaboration

Dr Morrison has an ongoing research collaboration with Dr Jill Willis and Dr Leanne Crosswell of Queensland University of Technology. This team works with pre-service and early career teachers, systems, schools and clusters of schools to investigate early career teacher resilience, identity work and career transitions in Australian rural and remote schools.

Fields of Research

  • Specialist Studies in Education (130399)
  • Educational Administration, Management and Leadership (130304)
  • Teacher Education and Professional Development of Educators (130313)
  • Higher Education (130103)
  • Educational Technology and Computing (130306)
  • Education Assessment and Evaluation (130303)
  • Secondary Education (130106)
  • Primary Education (excl. Maori) (130105)

Research Objectives

  • Teacher and Instructor Development (930202)
  • Workforce Transition and Employment (939908)
  • School/Institution Policies and Development (930403)
  • School/Institution Community and Environment (930402)
  • Education and Training (939999)
  • Expanding Knowledge in Education (970113)
  • Teaching and Instruction Technologies (930203)
  • Learner and Learning Achievement (930101)

Publications

Total publications

11

Journal Article

(7 outputs)
YearCitationAltmetrics
2017Willis J, Crosswell L, Morrison C, Gibson A, Ryan M, 'Looking for leadership: the potential of dialogic reflexivity with rural early-career teachers', Teachers and Teaching, 23, (7) pp. 794-809. ISSN 1354-0602 (2017) [Refereed Article]

DOI: 10.1080/13540602.2017.1287695 [eCite] [Details]

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2016Morrison CM, 'Purpose, Practice and Theory: teacher educators' beliefs about professional experience', Australian Journal of Teacher Education, 41, (3) pp. 105-125. ISSN 0313-5373 (2016) [Refereed Article]

DOI: 10.14221/ajte.2016v41n3.7 [eCite] [Details]

Citations: Scopus - 1

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2014Morrison CM, Willis J, Crosswell L, Gibson A, 'Turning points in narratives of research design: Research innovation stimulating unique responses to existing challenges for beginning rural teachers', Journal of Educational Enquiry, 13, (1) pp. 3-17. ISSN 1444-5530 (2014) [Refereed Article]

[eCite] [Details]

2014Sullivan AM, Morrison CM, 'Enacting policy: the capacity of school leaders to support early career teachers through policy work', Australian Educational Researcher, 41, (5) pp. 603-620. ISSN 0311-6999 (2014) [Refereed Article]

DOI: 10.1007/s13384-014-0155-y [eCite] [Details]

Citations: Scopus - 2

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2013Morrison CM, 'Slipping through the cracks: one early career teacher's experiences of rural teaching and the subsequent impact on her personal and professional identities', Australian Journal of Teacher Education, 38, (6) Article 8. ISSN 1835-517X (2013) [Refereed Article]

DOI: 10.14221/ajte.2013v38n6.10 [eCite] [Details]

Citations: Scopus - 2

Tweet

2013Morrison CM, 'Teacher identity in the early career phase: trajectories that explain and influence development', Australian Journal of Teacher Education, 38, (4) Article 6. ISSN 1835-517X (2013) [Refereed Article]

DOI: 10.14221/ajte.2013v38n4.5 [eCite] [Details]

Citations: Scopus - 10

Tweet

2011Pearce J, Morrison C, 'Teacher identity and early career resilience: exploring the links', Australian Journal of Teacher Education, 36, (1) Article 4. ISSN 1835-517X (2011) [Refereed Article]

DOI: 10.14221/ajte.2011v36n1.4 [eCite] [Details]

Citations: Scopus - 7

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Conference Publication

(3 outputs)
YearCitationAltmetrics
2017Masters JE, Morrison CM, Quentin-Baxter M, 'The journey from pre-service teacher to practicing teacher: A national snapshot of portfolios of evidence in Australian initial teacher education', 2017 ePortfolio Forum: Owning, supporting and sharing the journey - Book of Short Papers, 20-21 September 2017, Melbourne, Australia, pp. 53-58. (2017) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Masters JE; Quentin-Baxter M

2016Ben F, Price T, Morrison CM, Warren V, Gollan W, et al., 'Overall student satisfaction at Tabor School of Education: an examination of key factors based on the AUSSE SEQ', World Academy of Science, Engineering and Technology, 10-11 October 2016, Osaka, Japan, pp. 2018. (2016) [Conference Edited]

[eCite] [Details]

2016Morrison C, 'Narratives of early career teacher identity in rural schools: finding oneself through shared meaning and interaction', ATEA 2016 Conference Program, 3-6 July 2016, Ballarat, Australia, pp. 8. (2016) [Conference Extract]

[eCite] [Details]

Thesis

(1 outputs)
YearCitationAltmetrics
2012Morrison CM, 'I've got my degree & teacher registration but where do i get my professional identity?' (2012) [PhD]

[eCite] [Details]

Grants & Funding

Funding Summary

Number of grants

1

Total funding

$18,000

Projects

Pre-service teachers portfolios of evidence: a national snapshot of the collection and assessment of evidence of practice within Australian initial teacher education (2017)$18,000
Description
The scope of this project is to capture a national snapshot of the ways in which Initial Teacher Education (ITE) providers are utilising portfolios of evidence to prepare, assess and position pre-service teachers for successful entry into the teaching profession. The need for portfolios of evidence has been articulated in the Teacher Education Ministerial Advisory Group (TEMAG) Review (2014) and the Governments Response (2015) has been to mandate that ITE providers use portfolios of evidence to demonstrate how graduates are able to articulate the quality of their programs of study. While portfolios of evidence are not a new phenomenon, the ways in which portfolios are evolving to not only present evidence but serve to underpin development and learning throughout ITE is now a shifting emphasis (Masters, 2016). Consequently, the scope of this project also incorporates the ways in which teacher educators and eLearning pedagogues are incorporating portfolios into learning management systems and within strategic approaches to teaching and learning within ITE.
Funding
Australian Council of Deans of Education ($18,000)
Scheme
Contract Research
Administered By
University of Tasmania
Research Team
Morrison CM; Masters JE
Year
2017

Research Supervision

Dr Morrison is interested in contact from HDR candidates in the areas of Professional Experience, early career teachers and teaching, student engagement, learning and behaviour, and, Primary education. Dr Morrison is currently supervising HDR students at the University of South Australia and University of Adelaide. His research expertise is in qualitative research.

Current

4

Current

DegreeTitleCommenced
PhDPositive Affect and its Impact on Improving Student Learning Outcomes2017
PhDMotivation, Expectations and Realities of the Teaching Profession: Phenomenology of novice teachers in Ghana2017
PhDThe Teaching Experience - A Comparative Study of the Career Expectations of Pre-service Teachers to the Actual Experience After One Year of Employment2017
PhDCreativity, Resilience and Pre-service Teacher Education: Perceptions and Practice2017