羞羞视频

Dr Jared Carpendale staff profile picture

Contact details +6469517396

Dr Jared Carpendale BSc, BTchg, MEd (Hons), PhD, PostGradDip(SciEd), ASERA

Senior Lecturer - Teacher Education

Doctoral Supervisor
Institute of Education

Jared is a Senior Lecturer in Teacher Education in the Institute of Education, 羞羞视频. He works predominately with pre-service and in-service secondary science teachers and his research includes: understanding teachers' pedagogical content knowledge for teaching science, and how such knowledge develops; effective professional learning and development teachers; supporting out-of-field teachers in science; how schools are effectively doing STEM; the issues and contentions in physics and chemistry education; teachers recognising and noticing student learning; and, representing complex scientific phenomena to students. Throughout his research, Jared has maintained an international network of researchers from Oceania, America, Asia, and Europe.

Jared teaches in the Physics, Chemistry, and Science Education courses, while also supporting professional practice, as part of the Initial Teacher Education programmes at 羞羞视频. Prior to joining 羞羞视频, he was a Lecturer in STEM Education at Monash University, Melbourne, after a career teaching Science, Physics, Chemistry, and Electronics at all levels of secondary school in New Zealand.

For further information about Jared's research, or for professional learning and development opportunities, please feel free to get in touch with him. Jared is currently accepting research students.

Jared is a Senior Lecturer in Teacher Education in the Institute of Education, 羞羞视频. He works predominately with pre-service and in-service secondary science teachers, with a focus on developing teacher's specialised knowledge. Jared teaches in the Physics, Chemistry, and Science Education courses, while also supporting professional practice, as part of the Initial Teacher Education programmes at 羞羞视频. 

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Professional

Qualifications

  • Bachelor of Science - University of Waikato (2009)
  • Bachelor of Teaching - University of Waikato (2009)
  • Master of Education (Honours) - University of Waikato (2013)
  • Doctor of Philosophy - University of Waikato (2019)
  • Postgraduate Diploma in Science Education - University of Waikato (2010)

Fellowships and Memberships

  • Member, Australasian Science Education Research Association (Member) (2018)

Certifications and Registrations

  • Licence, Supervisor, 羞羞视频

Research Expertise

Research Interests

Science Education, STEM Education, Physics Education, Chemistry Education, Pedagogical Content Knowlege, Professional Learning, Professional Development, Out-of-Field Teaching, Pre-Service Teachers

Thematics

21st Century Citizenship, Design 鈥� for Commerce, Community and Culture

Area of Expertise

Field of research codes
Curriculum and Pedagogy (130200): Education (130000): Education Systems (130100): Science, Technology and Engineering Curriculum and Pedagogy (130212): Secondary Education (130106): Specialist Studies in Education (130300): Teacher Education and Professional Development of Educators (130313)

Keywords

Science Education, STEM Education, Physics Education, Chemistry Education, Pedagogical Content Knowlege, Professional Learning, Professional Development, Out-of-Field Teaching, Pre-Service Teachers, Curriculum Development, Learning and Teaching

Research Outputs

Journal

Stewart, GT., Eames, C., Hipkins, R., Cheng, MMW., Birdsall, S., Buntting, C., . . . Swanson, C. (2024). What’s the Future for Science in the New Zealand Curriculum?. New Zealand Journal of Educational Studies. Latest Articles, Retrieved from https://link.springer.com/article/10.1007/s40841-024-00345-3
[Journal article]Authored by: Carpendale, J.
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Fitzgerald, A., Cooper, R., Carpendale, J., & Mansfield, J. (2024). Career transitions in teacher education: ‘Stories’ from three teacher educators. The Australian Educational Researcher. Latest Articles, Retrieved from https://link.springer.com/article/10.1007/s13384-024-00768-3
[Journal article]Authored by: Carpendale, J.
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Carpendale, J., & Borthwick, M. (2023). Assessing science capabilities in New Zealand secondary schools: Thinking required for planning to enacting. Assessment Matters. 16, 13-27 Retrieved from https://www.nzcer.org.nz/node/62068
[Journal article]Authored by: Carpendale, J.
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Cooper, R., Carpendale, J., Cutler, B., Berry, A., & Mitchell, I. (2023). Navigating roadblocks and gates: longitudinal experiences of highly accomplished teachers following professional development. Professional Development in Education. 49(6), 994-1009
[Journal article]Authored by: Carpendale, J.
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Marangio, K., Carpendale, J., Cooper, R., & Mansfield, J. (2023). Supporting the Development of Science Pre-service Teachers’ Creativity and Critical Thinking in Secondary Science Initial Teacher Education. Research in Science Education. 54(1), 65-81 Retrieved from https://link.springer.com/article/10.1007/s11165-023-10104-x
[Journal article]Authored by: Carpendale, J.
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Cooper, R., Fitzgerald, A., & Carpendale, J. (2022). A Reading Group for Science Educators: an Approach for Developing Personal and Collective Pedagogical Content Knowledge in Science Education. International Journal of Science and Mathematics Education. 20(1), 117-139 Retrieved from https://link.springer.com/article/10.1007/s10763-022-10260
[Journal article]Authored by: Carpendale, J.
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Carpendale, J., Stanner, C., & Cooper, R. (2021). Understanding highly accomplished science teachers' professional development experiences. Lab Talk. 65(4), 7-9 Retrieved from https://search.informit.org/doi/abs/10.3316/informit.560231879256617
[Journal article]Authored by: Carpendale, J.
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Carpendale, J., Stanner, C., & Cooper, R. (2021). Content representations - supporting science teachers' professional learning. Lab Talk. 65(3), 15-17 Retrieved from https://search.informit.org/doi/abs/10.3316/informit.560138714400326
[Journal article]Authored by: Carpendale, J.
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Carpendale, J., & Cooper, R. (2021). Conceptual understanding procedure to elicit metacognition with pre-service physics teachers. Physics Education. 56(2)
[Journal article]Authored by: Carpendale, J.
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Carpendale, J., Berry, A., Cooper, R., & Mitchell, I. (2024). Balancing fidelity with agency: understanding the professional development of highly accomplished teachers. Professional Development in Education. 50(5), 909-927
[Journal article]Authored by: Carpendale, J.
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4
Carpendale, J., & Hume, A. (2020). Content representations to support out-of-field physics teachers. Physics Education. 55(6)
[Journal article]Authored by: Carpendale, J.
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4
Carpendale, J., Delaney, S., & Rochette, E. (2020). Modeling meaningful chemistry teacher education online: Reflections from chemistry preservice teacher educators in australia. Journal of Chemical Education. 97(9), 2534-2543
[Journal article]Authored by: Carpendale, J.
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Book

Carpendale, J., & Mitchell, I. (2023). Applying educational thinking in work-integrated learning. In KE. Zegwaard, & TJ. Pretti (Eds.) The Routledge International Handbook of Work-Integrated Learning. (pp. 49 - 72). London: Routledge, an imprint of Taylor and Francis Group
[Chapter]Authored by: Carpendale, J.
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Hobbs, L., McKnight, L., Carpendale, J., Caldis, S., Campbell, C., Delaney, S., . . . Vale, C. (2022). Collaborating across disciplinary lines: generating a framework for out-of-field teachers in the Sciences, English, Mathematics, Design Technologies and the Humanities. In PJ. White, R. Tytler, JP. Ferguson, & J. Cripps Clark (Eds.) Methodological Approaches to STEM Education Research. (pp. 173 - 199). Newcastle upon Tyne: Cambridge Scholars Publishing
[Chapter]Authored by: Carpendale, J.
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Carpendale, J., & Hume, A. (2022). Collaborative Content Representation Design to Support Out-of-field Teachers’ Pedagogical Content Knowledge in Science. In L. Hobbs, & R. Porsch (Eds.) Out-of-Field Teaching Across Teaching Disciplines and Contexts. (pp. 191 - 220). Singapore: Springer Nature Singapore Pte Ltd
[Chapter]Authored by: Carpendale, J.
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Carpendale, J., & Hume, A. (2019). Investigating Practising Science Teachers’ pPCK and ePCK Development as a Result of Collaborative CoRe Design. In A. Hume, R. Cooper, & A. Borowski (Eds.) Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. (pp. 223 - 250). Singapore: Springer Nature Singapore Pte Ltd
[Chapter]Authored by: Carpendale, J.
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Carlson, J., Daehler, KR., Alonzo, AC., Barendsen, E., Berry, A., Borowski, A., . . . Wilson, CD. (2019). The Refined Consensus Model of Pedagogical Content Knowledge in Science Education. In A. Hume, R. Cooper, & A. Borowski (Eds.) Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. (pp. 77 - 94). Singapore: Springer Nature Singapore Pte Ltd
[Chapter]Authored by: Carpendale, J.
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Thesis

Carpendale, J. (2019). Collaborative CoRe design for year 10 electricity and magnetism: Professional development for enhancing practising science teachers' PCK. (Doctoral Thesis)
[Doctoral Thesis]Authored by: Carpendale, J.
Carpendale, J. (2013). Learning aspects of the nature of science at an interactive science centre. (Master's Thesis)
[Masters Thesis]Authored by: Carpendale, J.

Report

Carpendale, J., Berry, A., & Johnson, L. (2022). Light Moves Project. Monash University.
[Commissioned Report]Authored by: Carpendale, J.

Conference

Carpendale, J. (2024). Successful primary science education in New Zealand: Understanding the barriers and enablers. , ASERA 55
[Conference Abstract]Authored by: Carpendale, J.
Carpendale, J., Borowski, A., Cooper, R., Berry, A., & van Driel, J. (2024). Pedagogical content knowledge: Is it still a relevant and useful construct for science education?. , ASERA 55
[Conference Abstract]Authored by: Carpendale, J.
Carpendale, J., Cooper, R., Cripps Clark, J., Millar, V., Dawborn-Gundlach, M., & Salimpour, S.(2023, June 27). The role of physics teachers in junior science programs. , Australasian Science Education Research Association (ASERA) Annual Conference
[Conference Abstract]Authored by: Carpendale, J.
Cooper, R., Carpendale, J., & Berry, A. (2023, April). Roadblocks and gates: Longitudinal experiences of highly accomplished teachers following professional development experience. Presented at AERA Annual Meeting. Chicago, IL.
[Conference Oral Presentation]Authored by: Carpendale, J.
Carpendale, J., Cripps Clark, J., Millar, V., Dawborn-Gundlach, M., & Cooper, R. (2022). Looking from the inside out: The perception of in-field teachers of out-of-field teaching of physics in years 7-10 in Victorian schools. , 9th International Symposium of the Out-of-field Teaching Across Specialisations (OOFTAS) Collective
[Conference Abstract]Authored by: Carpendale, J.

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Hobbs, L., Caldis, S., Carpendale, J., McKnight, L., Campbell, C., & Delaney, S. (2022). A framework to inform out-of-field teacher expertise: Disciplinary ways of knowing, doing and being. , 9th International Symposium of the Out-of-field Teaching Across Specialisations (OOFTAS) Collective
[Conference Abstract]Authored by: Carpendale, J.
Carpendale, J., Fitzgerald, A., & Cooper, R. (2022). A reading group for science educators: An approach for developing personal and collective pedagogical content knowledge in science education. , Austalasian Science Education Research Association Annual Conference
[Conference Abstract]Authored by: Carpendale, J.
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Cooper, R., Carpendale, J., & Berry, A. (2022, April). Balancing fidelity with agency: Professional development of highly accomplished teachers. Presented at American Educational Research Association (AERA) Annual Meeting. San Diego (Online).
[Conference Oral Presentation]Authored by: Carpendale, J.
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Cooper, R., Carpendale, J., & Berry, A. (2021). The thinking and learning of highly skilled teachers in professional development situations. , BNU-Monash-Durham Online Conference
[Conference Abstract]Authored by: Carpendale, J.
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Berry, A., & Carpendale, J. (2021). Unpacking teachers’ thinking and practice of integrated STEM. , ASERA
[Conference Abstract]Authored by: Carpendale, J.
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Cooper, R., Carpendale, J., Mansfield, J., & Marangio, K. (2021). Creativity and critical thinking in secondary science pre-service teacher education. , ASERA
[Conference Abstract]Authored by: Carpendale, J.
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Carpendale, J., & Hume, A. (2019). Teacher knowledge exchanges and transformations during collaborative CoRe design. , ESERA
[Conference Abstract]Authored by: Carpendale, J.
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Carpendale, J., & Hume, A. (2019). Critiquing collaborative CoRe design as an effective professional development intervention for developing teachers’ PCK for teaching science. , ASERA
[Conference Abstract]Authored by: Carpendale, J.
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Carpendale, J., & Hume, A. (2018). Investigating practising science teachers’ pPCK and ePCK development as a result of collaborative CoRe design. , ASERA
[Conference Abstract]Authored by: Carpendale, J.
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Hume, A., & Carpendale, J. (2016, December). Investigating practising science teachers' personal PCK and PCK&S development before and after collaborative CoRe design. Presented at 2nd PCK Summit
[Conference Oral Presentation]Authored by: Carpendale, J.
Carpendale, J., & Hume, A. (2016, December). Investigating practising science teachers' personal PCK and PCK&S development before and after collaborative CoRe design: Utilising video observations. Presented at 2nd PCK Summit
[Conference Oral Presentation]Authored by: Carpendale, J.

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Other

Carpendale, J. (2023, November). Understanding the barriers and enablers for successful primary science education in Aotearoa New Zealand. In Ministry of Education. Presented at Ministry of Education.
[Oral Presentation]Authored by: Carpendale, J.
Carpendale, J. (2023). Opinion: Finding a productive way forward with the refresh of the science curriculum.
[Internet publication]Authored by: Carpendale, J.
Read article at Massey Research Online:
Carpendale, J., Cooper, R., Berry, A., & Mitchell, I. (2021). Why the approach to professional development for highly accomplished teachers needs to change.
[Internet publication]Authored by: Carpendale, J.
Marangio, K., Mansfield, J., Carpendale, J., & Cooper, R. (2021). Making the most of our virtual classroom.
[Internet publication]Authored by: Carpendale, J.
Carpendale, J., Delaney, S., & Rochette, E. (2020). Supporting pre-service teachers online. : Royal Australian Chemical Institute
[Internet publication]Authored by: Carpendale, J.

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Spiteri, T., Carpendale, J., & Berry, A. (2020). When is the 'right' time to invest in women and STEM?.
[Internet publication]Authored by: Carpendale, J.
Johnson, L., Carpendale, J., & Corrigan, D. (2020). How to strengthen your school's STEM education program for a post-COVID world.
[Internet publication]Authored by: Carpendale, J.
Cooper, R., Carpendale, J., Mansfield, J., & Marangio, K. (2020). How teachers can embrace the rapid shift to online learning and teaching.
[Internet publication]Authored by: Carpendale, J.
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Teaching and Supervision

Contact Supervisor

Summary of Doctoral Supervision

Position Current Completed
Main Supervisor 1 0
Co-supervisor 1 0

Current Doctoral Supervision

Main Supervisor of:

  • Melinda Dixon - Doctor of Philosophy
    Understanding the E in STEM - Exploring culturally sustaining pedagogies in New Zealand for engineering education

Co-supervisor of:

  • Elena Ciobanu Ciobanu - Doctor of Philosophy
    Advancing Primary School Teachers' Science Knowledge and Pedagogy: A Structured Programme for Curriculum Integration and Teacher Knowledge Enhancement

Media and Links

Other Links