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Associate Professor Tony Loughland

Associate Professor Tony Loughland

Head of School

BTeach UTS Sydney 1994

B.Ed (Hons)UTS Sydney 1998

PhD UTS Sydney 2007

Arts, Design & Architecture
School of Education

Tony Loughland is an Associate Professor and Head of School in the School of Education at the University of New South Wales. Tony is an experienced educator who likes to think that theory should be the plaything of practice. Tony is currently leading projects on mentoring conversations on professional experience, school-based teacher education, and professional growth cultures in schools.
Phone
+61-2-9065 5598
E-mail
tony.loughland@unsw.edu.au
Location
F20.127 Goodsell Building
  • Books | 2023
    Winslade M; Loughland T; Eady MJ, 2023, Correction to: Work-Integrated Learning Case Studies in Teacher Education (Work-Integrated Learning Case Studies in Teacher Education, (2023), (1-403), 10.1007/978-981-19-6532-6),
    Books | 2023
    Winslade M; Loughland T; Eady MJ, 2023, Work-Integrated Learning Case Studies in Teacher Education: Epistemic Reflexivity,
    Books | 2019
    Grima-Farrell C; Loughland T; Nguyen H, 2019, Theory to Practice in Teacher Education The Critical Challenge of Translation,
    Books | 2019
    Loughland T, 2019, Teacher Adaptive Practices Extending Teacher Adaptability into Classroom Practice, Springer,
  • Book Chapters | 2023
    Eady M; Loughland T; Winslade M, 2023, 'Revisiting Our Understanding of Partnerships in the Pre-service Teaching Space: Key Findings and Conclusions.', in Work-Integrated Learning Case Studies in Teacher Education,
    Book Chapters | 2023
    Loughland T; Bostwick K, 2023, 'GROWing into the Profession: Promoting Pre-service Teachers’ Subjectification Through Critical Reflection on Professional Experience', in Work-Integrated Learning Case Studies in Teacher Education
    Book Chapters | 2023
    Loughland T; Clifton J, 2023, 'It’s a Horror Movie Right There on My Computer Screen: The Beautiful Risk of Work-Integrated Learning.', in Work-Integrated Learning Case Studies in Teacher Education,
    Book Chapters | 2023
    Loughland T; Winslade M; Eady M, 2023, 'Introduction: The Purpose of This Book.', in Work-Integrated Learning Case Studies in Teacher Education,
    Book Chapters | 2023
    Winslade M; Loughland T; Eady MJ, 2023, 'Correction to: Work-Integrated Learning Case Studies in Teacher Education', in Work-Integrated Learning Case Studies in Teacher Education, Springer Nature Singapore, pp. C1 - C1,
    Book Chapters | 2022
    Winslade M; Loughland T; Eady M, 2022, 'Reimagining the School-University Partnership and the Role of the School-Based Professional Experience Coordinator: A New South Wales Case Study.', in School-University Partnerships—Innovation in Initial Teacher Education,
    Book Chapters | 2019
    Pei M; Loughland T; Jin W; Nguyen HTM, 2019, 'Building Teachers’ Collective Efficacy: An Insight from a Language Teacher Education Program in China', in Springer International Handbooks of Education, pp. 1195 - 1211,
    Book Chapters | 2019
    Pei M; Loughland T; Wei J; Nguyen H, 2019, 'Building Teachers’ Collective Efficacy: An Insight from a Language Teacher Education Program in China.', in Second Handbook of English Language Teaching, Springer, Cham,
    Book Chapters | 2017
    Loughland T; Nguyen HTM, 2017, 'Boundary objects and brokers in professional experience: An activity theory analysis', in Educating Future Teachers: Innovative Perspectives in Professional Experience, pp. 71 - 87,
    Book Chapters | 2017
    Nguyen HTM; Loughland T, 2017, 'Boundary objects and brokers in professional experience: An activity theory analysis', in Ambrosetti A; Capeness R; Kriewaldt J; Rossison D (ed.), Educating teachers: Innovative perspectives in professional experience, Springer, Singapore:, pp. 50 - 71
    Book Chapters | 2009
    Loughland T, 2009, 'Enhancing Communication with Effective Resources', in Ewing R; Lowrie T; Higgs J (ed.), Teaching and Communicating. Rethinking Professional Experiences, Oxford University Press, Melbourne
    Book Chapters | 1998
    Walker K; Loughland T, 1998, 'Is this an Instruction Manual? An Introduction to Social Theory', in , pp. 3 - 14
  • Edited Books | 2023
    Winslade M; Loughland T; Eady M, (eds.), 2023, Work-Integrated Learning Case Studies in Teacher Education,
  • Journal articles | 2025
    Pan J; Loughland T; Collie RJ; Kingsford-Smith AA; Ryan M; Mansfield C; Davey R; Monteleone C; Tanti M, 2025, 'The impact of practicum job demands and resources on pre-service teachers’ occupational commitment and job intent', Teaching and Teacher Education, 153,
    Journal articles | 2024
    Curtis E; Nguyen HTM; Larsen E; Loughland T, 2024, 'The positioning tensions between early career teachers’ and mentors’ perceptions of the mentor role', British Educational Research Journal, 50, pp. 1327 - 1349,
    Journal articles | 2024
    Kingsford-Smith AA; Alonzo D; Beswick K; Loughland T; Roberts P, 2024, 'Perceived autonomy support as a predictor of rural students’ academic buoyancy and academic self-efficacy', Teaching and Teacher Education, 142,
    Journal articles | 2024
    Larsen E; Curtis E; Mai Nguyen HT; Loughland T, 2024, 'Building personal and relational readiness for collaborative teacher mentoring through the intellectual virtues', International Journal of Mentoring and Coaching in Education,
    Journal articles | 2024
    Tatik T; Nguyen H; Loughland T, 2024, 'The impact of standards on novice teachers during mandated teaching induction: lessons from the Indonesian context', Asia-Pacific Journal of Teacher Education, 52, pp. 28 - 46,
    Journal articles | 2023
    Kingsford-Smith AA; Collie RJ; Loughland T; Nguyen HTM, 2023, 'Teacher wellbeing in rural, regional, and metropolitan schools: Examining resources and demands across locations', Teaching and Teacher Education, 132, pp. 104229,
    Journal articles | 2023
    Larsen E; Curtis E; Nguyen HTM; Loughland T, 2023, 'Perspectives on teacher standards in the mentoring process: insights from mentors and early career teachers in an Australian context', Educational Review,
    Journal articles | 2023
    Larsen E; Jensen-Clayton C; Curtis E; Loughland T; Nguyen HTM, 2023, 'Re-imagining teacher mentoring for the future', Professional Development in Education,
    Journal articles | 2023
    Larsen E; Nguyen HTM; Curtis E; Loughland T, 2023, 'It's a question of balance: Reconsidering learning partnerships through genuine teacher mentoring conversations', Teaching and Teacher Education, 133, pp. 104280,
    Journal articles | 2023
    Loughland T; Bostwick K, 2023, 'A taxonomy of clinical reasoning for pre-service teachers on professional experience', Australian Educational Researcher, 50, pp. 1497 - 1512,
    Journal articles | 2023
    Maras K; Townend G; Loughland T; Nguyen HTM; Alonzo D; McGregor M; Gao X; Kwee CTT, 2023, 'Arguing for the Subjectification of Graduate Teachers', Australian Journal of Teacher Education, 48, pp. 119 - 133,
    Journal articles | 2022
    Alonzo D; Loughland T, 2022, 'Variability of Students’ Responses to Assessment Activities: The Influence of Achievement Levels', International Journal of Instruction, 15, pp. 1071 - 1090,
    Journal articles | 2022
    Asih R; Alonzo D; Loughland T, 2022, 'The critical role of sources of efficacy information in a mandatory teacher professional development program: Evidence from Indonesia's underprivileged region', Teaching and Teacher Education, 118,
    Journal articles | 2022
    Loughland T; Ryan M, 2022, 'Beyond the measures: the antecedents of teacher collective efficacy in professional learning', Professional Development in Education, 48, pp. 343 - 352,
    Journal articles | 2021
    Loughland T; Bostwick K; Nguyen H; Durksen T, 2021, 'Looking to GROW: The absence of goal setting in post-lesson mentoring conversations on work-integrated learning placements', International Journal of Work-Integrated Learning, 22, pp. 475 - 487,
    Journal articles | 2021
    Raffe C; Loughland T, 2021, '“We’re not data analysts”: Teachers’ perspectives on factors impacting their use of student assessment data', Issues in Educational Research, 31, pp. 224 - 240,
    Journal articles | 2020
    Loughland T; Nguyen HTM, 2020, 'Using teacher collective efficacy as a conceptual framework for teacher professional learning – A case study', Australian Journal of Education, 64, pp. 147 - 160,
    Journal articles | 2020
    Ryan M; Loughland T, 2020, 'Preparing teachers for reflexive leadership roles in schools', Journal of Education for Teaching, 46, pp. 676 - 689,
    Journal articles | 2019
    Loughland T; Alonzo D, 2019, 'Teacher adaptive practices: A key factor in teachers' implementation of assessment for learning', Australian Journal of Teacher Education, 44, pp. 18 - 30,
    Journal articles | 2018
    Loughland T; Alonzo D, 2018, 'Teacher adaptive practices: Examining links with teacher self-efficacy, perceived autonomy support and teachers’ sense of adaptability', Educational Practice and Theory, 40, pp. 55 - 70,
    Journal articles | 2018
    Nguyen TMH; Loughland T, 2018, 'Pre-service teachers’ construction of professional identity through peer collaboration during professional experience: A case study in Australia', Teaching Education, 29, pp. 81 - 97,
    Journal articles | 2017
    Loughland T; Ellis NJ, 2017, '‘Where to next?’ Examining feedback received by teacher education students.', Issues in Educational Research,, 27, pp. 86 - 98,
    Journal articles | 2016
    Loughland T; Ellis N, 2016, 'A Common Language? The Use of Teaching Standards in the Assessment of Professional Experience: Teacher Education Students’ Perceptions', Australian Journal of Teacher Education, 41, pp. 56 - 69,
    Journal articles | 2016
    Loughland T; Ellis NJ, 2016, 'A Common Language? The Use of Teaching Standards in the Assessment of Professional Experience: Teacher Education Students’ Perceptions', Australian Journal of Teacher Education, 41, pp. 56 - 69,
    Journal articles | 2016
    Loughland T; Nguyen HTM, 2016, 'Using the instructional core to implement a professional learning program for primary science teachers in Australia : Insights from implementation and outcomes', Teacher Development, pp. 1 - 23,
    Journal articles | 2016
    Loughland T; Thompson G, 2016, 'The problem of simplification: think-tanks, recipes, equity and ‘Turning around low-performing schools’', Australian Educational Researcher,
    Journal articles | 2016
    Loughland T; Vlies P, 2016, 'The Validation of a Classroom Observation Instrument Based on the Construct of Teacher Adaptive Practice', The Educational and Developmental Psychologist, 33, pp. 163 - 177,
    Journal articles | 2016
    Loughland TF; Ellis NJ, 2016, 'The Challenges of Practitioner Research: A Comparative Study of Singapore and NSW', Australian Journal of Teacher Education, 41, pp. 122 - 136,
    Journal articles | 2015
    Ginns P; Loughland A; Tierney RJ; Fryer L; Amazan R; McCormick A, 2015, 'Evaluation of the Learning to Teach for Social Justice–Beliefs Scale in an Australian context', Higher Education Research & Development, 34, pp. 311 - 323,
    Journal articles | 2015
    Loughland T; Kilpatrick L, 2015, 'Formative assessment in primary science', Education 3-13, 43, pp. 128 - 141,
    Journal articles | 2014
    Loughland T; Sriprakash A, 2014, 'Bernstein revisited: the recontextualisation of equity in contemporary Australian school education', British Journal of Sociology of Education, pp. 1 - 18,
    Journal articles | 2012
    Kilpatrick L; Loughland T, 2012, 'Looking for the Interactive in IWBs: critical literacy and pedagogical interactivity in a year one classroom', Scan, 31,
    Journal articles | 2012
    Loughland T; Bowen M, 2012, 'Action research built on uncertain foundations: the internship and action-research in a graduate teaching degree', McGill Journal of Education, 47, pp. 345 - 358
    Journal articles | 2012
    Loughland T, 2012, 'Teacher Professional Learning in Pursuit of the Common Good: A Discussion of the Role of Demonstration Schools in Teacher Education', McGill Journal of Education, 47, pp. 53 - 68,
    Journal articles | 2003
    Loughland T; Meyenn B, 2003, 'Information technology across the teacher education curriculum: more claims than evidence [Paper in: Transformations in Education: Innovations in Teacher Education, Horsley, Mike and Groundwater-Smith, Susan (eds.).]', Change (Sydney, NSW), 6, pp. 102
    Journal articles | 2003
    Loughland T; Reid A; Walker KIM; Petocz P, 2003, 'Factors Influencing Young People's Conceptions of Environment', Environmental Education Research, 9, pp. 3 - 19,
    Journal articles | 2003
    Walker K; Loughland T, 2003, 'The socio-cultural influences on environmental understandings of Australian school students: a response to Rickinson', Environmental education research, 9, pp. 227 - 239
    Journal articles | 2002
    Loughland T; Reid A; Petocz P, 2002, 'Young people's conceptions of environment: A phenomenographic analysis', Environmental Education Research, 8, pp. 187 - 197
    Journal articles | 2001
    Walker K; Loughland T; Brady L; Petocz P; Reid A, 2001, 'What do children think about the environment and where do their ideas come from? A study of the socio-cultural influences on environmental understandings of Australian schoolchildren', American Educational Research Association Annual Conference, Seattle, April
  • Reports | 2023
    Beswick K; Roberts P; Eacott S; Holden R; Alonzo D; Downes N; Mularcyzk L; Loughland T; Cridge S; Corbyn E; Bedford M, 2023, Rural and Regional Education Project: Final Report, Department of Education,
    Reports | 2021
    Eacott S; Loughland T; Niesche R; Durksen T; Heffernan A; Gobby B, 2021, High-impact school leadership: case study 3
    Reports | 2021
    Eacott S; Loughland T; Niesche R; Durksen T; Heffernan A; Gobby B, 2021, High-impact school leadership: case study 4
    Reports | 2021
    Eacott S; Niesche R; Heffernan A; Loughland T; Gobby B; Durksen T, 2021, High-impact school leadership in regional, rural and remote schools,
    Reports | 2021
    Eacott S; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2021, High-impact school leadership: case study 1
    Reports | 2021
    Eacott S; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2021, High-impact school leadership: case study 2
    Reports | 2021
    Loughland T, 2021, Examining the Role of the School Professional Experience Coordinator in the NSW Department of Education’s Professional Experience Hub School Program
    Reports | 2020
    Eacott S; Raffe C; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2020, Attracting and retaining high impact school leaders and educators in regional, rural and remote schools. Report 1: Barriers and Challenges, 1
    Reports | 2020
    Eacott S; Raffe C; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2020, Attracting and retaining high impact school leaders and educators in regional, rural and remote schools. Report 3: Non-monetary Incentives, 3
    Reports | 2020
    Eacott S; Raffe C; Niesche R; Loughland T; Durksen T; Heffernan A; Gobby B, 2020, Attracting and retaining high-impact school leaders and educators in regional, rural and remote schools. Report 2: High-Impact Leadership, 2
    Reports | 2019
    Loughland T, 2019, Supervising teachers’ application of the graduate teaching standards to the assessment of professional experience
  • Media | 2023
    Kingsford-Smith A; Loughland T; Collie R; Nguyen HTM, 2023, How do we retain teachers? Supporting them to work together could help, ,

2022

2019-2020 NSW DoE Rural and Regional Schools Research project

  • Erasmus Teaching Fellowship Award Feb 2019
  • UNSW Arc Postgraduate Research Supervision Award Nov 2018
  • UNSW Arc Postgraduate Award for Outstanding Teaching in Coursework 2023

  • Graduate Ready Schools: The role of job demands and resources on the job intentionsof graduateteachers
  • Mentoring conversations on professional experience
  • Professional Growth Cultures: What are the necessary pre-conditions for professional learning in schools?

2021- Curriculum Reform Advisory Group, NSW DoE
2019-2021 Treasurer of ATEA

My Research Supervision

  • I currently have two Scientia PhD students in the areaof teacher retention.
  • I have supervised ten PhD students to successful completion