Associate Professor Lexie Barbara Grudnoff

PhD, MA(Hons), DipMan, DipEd

Biography

Lexie is an Associate Professor  in the School of Learning, Development and Professional Practice. She is a fully registered teacher with extensive teaching experience in primary, special education and tertiary settings.

Previous professional experience

I have been a teacher and senior teacher in primary, intermediate and special education settings, mostly in low socio-economic areas. Since working in tertiary I have been a lecturer, principal lecturer and Head of School/Department. I have also undertaken a variety of teacher education leadership roles through which I have gained a great deal of experience in the design, implementation and evaluation of initial teacher education programmes, and in internal and external quality assurance processes.

I was chair of the New Zealand Teachers Council (NZTC) subcommittee for the National Mentoring and Induction Project which oversaw four pilot programmes aimed at enhancing the learning and development of NZ early childhood, primary, secondary and Maori Medium beginning teachers. This work contributed to the publication of the Guidelines for Induction and Mentoring and Mentor Teachers (NZTC, 2011). I was also a member of the NZTC writing group for the development of the Registered Teacher Criteria (NZTC, 2010).

Research | Current

I have had a long-term research interest in initial teacher education and teacher professional learning and development. I am particularly interested in the role of practicum in the preparation of teachers; the process of transition and development novices undergo when starting to teach; and induction and mentoring. Over the last ten years I have been involved in a number of qualitative research projects.
 

Research Projects

I am part of several research projects looking at investigating how people learn in initial teacher education, in particular on practicum. I am a member of two TLRI funded projects: Learning to Be Assessment Capable Teachers project (PI Mary Hill); and Making Authentic and Trustworthy Practice-Based Judgements of Student Teachers’ Readiness to Teach project (PI Mavis Haigh). I am also involved in the Faculty of Education Reconceptualising Practicum project which currently involves working with 18 primary schools to find out how student professional learning in practice settings can be enhanced. I am a member of The University of Auckland and Boston College (USA) Rethinking Initial Teacher Education research collaboration. I am also centrally involved in the development and implementation of a Teacher Education Forum of Aotearoa New Zealand (TEFANZ) initiated national survey to measure graduating student teachers’ perceptions of their preparedness for teaching.

Teaching | Current

My teaching interests are in new teacher professional learning and development. I have worked extensively with new and experienced teachers in both undergraduate and postgraduate programmes. I co-ordinate a postgraduate course EDPROFST 763 New Teacher Development and co-teach on postgraduate courses related to practitioner research and induction and mentoring.

Postgraduate supervision

I have supervised 15 masters’ theses or dissertations and I am currently supervising five doctoral theses.

 

Current doctoral students

Name

Title

Co-supervise wih

Barbara Watson

Induction and mentoring in early childhood education and care centres. (Completed)

Prof Helen Hedges

Vivienne

Mackisack

Investigating the nature of the transition from classroom teacher to associate teacher, and its effects on associate teachers’ work.

AP  Fiona Ell

Fang Li

A narrative inquiry of beginning teachers’ making meaning of their work as teachers and its influence on career intentions.

Dr Frances Langdon

Hui Lin

How does the role of SENCo influence teacher identity?

AP Mary Hill

Abdul Arif

Practitioner research as a process of professional learning in initial teacher education programmes.

AP Mary Hill

Yitian Su

Influences on EFL teachers’ identify construction.

AP Helen Dixon

 

Committees/Professional groups/Services

Professional Roles and Affiliations

  • Elected member of the Board of New Zealand Council of Education Research (2011-2015)
  • Chair of the Teacher Education Forum of Aotearoa New Zealand (TEFANZ). Member institutions include universities, polytechnic, waananga and private providers that offer degree-level initial teacher education
  • Convenor of the 2010 TEFANZ Conference: Teacher Education Matters
  • Member of the NZTC core group of teacher education monitors, and of the core group for initial teacher education programme approvals
  • Member of the NZTC Appraisal Advisory Group
  • Member of: American Educational Research Association; British Education Research Association; HERDSA
  • Reviewer for: Asia-Pacific Journal of Teacher Education; Asia Pacific Journal of Education; Journal of Teaching and Teacher Education

University Committees

I am the Chair of The University of Auckland Discipline Committee and have been a member of the University Senate.

Faculty Committees

  • Chair of the Teacher Education Programmes Committee
  • Member of Faculty Committees: Academic Programmes and Regulations; Education; Management; and Staffing

Selected publications and creative works (Research Outputs)

  • Ell, F., Cochran-Smith, M., Hill, M., Haigh, M., Grudnoff, A. B., & Ludlow, L. (2019). Complexity Theory as a Guide to Qualitative Methodology in Teacher Education. 10.1093/acrefore/9780190264093.013.523
    Other University of Auckland co-authors: Mary Hill
  • Chang, W.-C. C., Ludlow, L. H., Grudnoff, L., Ell, F., Haigh, M., Hill, M., & Cochran-Smith, M. (2019). Measuring the complexity of teaching practice for equity: Development of a scenario-format scale. TEACHING AND TEACHER EDUCATION, 82, 69-85. 10.1016/j.tate.2019.03.004
    Other University of Auckland co-authors: Mary Hill, Fiona Ell, Mavis Haigh
  • Cochran-Smith, M., Grudnoff, A. B., Orland-Bank, L., & Smith, K. (2019). Educating Teacher Educators: International Perspectives. The New Educator, online first10.1080/1547688X.2019.1670309
  • Grudnoff, L., Ell, F., Haigh, M., Hill, M., & Toker, K. (2019). Enhancing Equality Through Enquiry. NZCER Press. Pages: 108.
    Other University of Auckland co-authors: Kimai Tocker, Mary Hill
  • Grudnoff, A. B., Haigh, M., Jackson, C., & Passfield, P. (2018). Using collaborative inquiry to examine equity-linked problems of practice. Set: Research information for Teachers, 2018 (2), 33-39. 10.18296/set.0107
  • Hill, M. F., Ell, F., Grudnoff, A., Haigh, M., Cochran-Smith, M., Chang, W.-C., & Ludlow, L. (2018). Assessment for equity: Learning how to use evidence to scaffold learning and improve teaching. In C. DeLuca, S. Johnson (Eds.) Developing teachers' assessment capability (pp. ). Abingdon, UK: Routledge. Related URL.
    URL: http://hdl.handle.net/2292/46506
    Other University of Auckland co-authors: Fiona Ell, Mary Hill, Mavis Haigh
  • Grudnoff, A., Haigh, M., Hill, M., Cochran-Smith, M., Ell, F., & Ludlow, L. (2018). Rethinking initial teacher education: Preparing teachers for low socio-economic communities in New Zealand. In O. McNamara, J. McNicholl (Eds.) Poverty discourses in teacher education (pp. ). Abingdon, UK: Routledge. Related URL.
    Other University of Auckland co-authors: Fiona Ell, Mavis Haigh, Mary Hill
  • Ell, F., Grudnoff, A., Haigh, M., & Hill, M. F. (2018). Partnering with schools beyond professional experience to build equity-centred ITE programme alignment and coherence. Paper presented at Australian Teacher Education Association (ATEA) and Teacher Education Forum of Aotearoa New Zealand (TEFANZ): Teacher Education in and for Uncertain Times, Melbourne, Australia. 4 July - 6 July 2018. Related URL.
    Other University of Auckland co-authors: Fiona Ell, Mavis Haigh, Mary Hill

Identifiers

Contact details

Primary office location

H - BLOCK. EPSOM - Bldg 6EH
Level 1, Room 102
EPSOM CAMPUS 74 EPSOM AVE
EPSOM
AUCKLAND 1023
New Zealand

Web links