Dr Donella J Cobb
Education; Education Policy; Globalisation; Music Education; Pedagogy; Professional Studies in Education; Sociology and Education; Teacher Education; Teacher Practice/Practicum
Comparative and International Education, International Educational Development, Critical Pedagogy, Pre-service teacher education (Primary), Teacher Identity, Learning Communities
Qualifications: PhD, MMusEd, BMusEd, DipTchg
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|Cobb, Dr Donella||8385||dcobb||TT.3.08||Te Hononga Curriculum and Pedagogy|
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Donella came to the Faculty of Education with a background as a teacher, Director of Music and Assistant Principal in primary schools in New Zealand, England, Africa and Australia. Donella's creative and innovative approach to teaching has sparked her own interest in inquiry learning, curriculum integration, culturally responsive pedagogy and critical pedagogy. Donella currently teaches Professional Practice and Inquiry papers and Music Education in the Bachelor of Teaching and Graduate Diploma of Teaching programmes. She was the recipient of The University of Waikato, Faculty of Education Teaching Excellence Award in 2015 and 2017 and The University of Waikato Teaching Excellence Award in 2017.
Donella's research interests centre around pedagogy and the contested notion of quality teaching. In the global context, Donella's research explores the political economy of education and the intersection between critical pedagogy, education in development and international education policy. Her current research examines the role of international aid organisations in the globalisation of learner-centred pedagogy. Donella serves as the Communications Officer for the Oceania Comparative and International Education Society (OCIES).
Within the local context, Donella has worked in collaboration with the Wilf Malcolm Institute of Educational Research (WMIER) to study the development of teacher identity in pre-service teachers. Donella's current research in this field explores pre-service teachers in the practicum setting, their transition into early career teachers and the relationship between teacher identity and pedagogy.
Cobb, D. J. (2017). Digital education aid in transitional contexts: What does a critical, cultural political economy approach reveal?. In Problematizing Inequality: The Promise of Comparative and International Education. Atlanta, Georgia, United States of America.
Cobb, D., & Franken, M. (2017). Editors’ introduction: A collaborative exploration of reflexivity as a pedagogic bridge towards publication for international postgraduate students. Waikato Journal of Education, 22(2), 3-11. doi:10.15663/wje.v22i2.562 Open Access version: hdl:https://hdl.handle.net/10289/113
Cobb, D., & Harlow, A. (2017). Rethinking the associate teacher and pre-service teacher relationship: Powerful possibilities for co-learning partnerships. In R. McNae, & B. Cowie (Eds.), Realising Innovative Partnerships in Educational Research
Theories and Methodologies for Collaboration (pp. 87-98). Sense Publishers.
Cobb, D. (2016). Pedagogical renewal or pedagogical repackaging? The curious case of open educational resources. In XVI World Congress of Comparative Education Societies. Conference held at Beijing Normal University, China.
Find more research publications by Donella Cobb