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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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 currently teaches in the Bachelor of Teaching, Bachelor of Social Science (Education and Society) and Masters of Global Studies programmes. She was the recipient of the University of Waikato, Faculty of Education Teaching Excellence Award in 2015 and 2017, the University of Waikato Teaching Excellence Award in 2017 and the Ako Aotearoa New Zealand Tertiary Teaching Excellence Award in 2018.
Donella currently supervises in the area of Comparative and International Education, Global Studies and policy sociology at the Masters and Doctoral level.
Donella's research interests centre around pedagogy and the contested notion of quality teaching. In the global context, Donella's research is located within the field of Comparative and International Education (CIE) and explores the political economy of education, 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 has worked as an educational consultant for UNICEF, UNESCO, MFAT and NGOs throughout Asia, the Pacific and Africa.
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. (2020). Initial Teacher Education and the Development of Teacher Identity. In M. A. Peters (Ed.), Encyclopedia of Teacher Education (pp. 1-5). Singapore: Springer. doi:10.1007/978-981-13-1179-6_383-1
Cobb, D., & Arndt, S. (2020). Modul Mentoring. Indonesia: UNICEF. Retrieved from http://anggunpaud.kemdikbud.go.id/
Cobb, D., Couch, C., & Fonua, S. M. (2019). Exploring, celebrating, and deepening Oceanic relationalities. International Education Journal: Comparative Perspectives, 18(2), 1-10. Retrieved from https://openjournals.library.sydney.edu.au/
Cobb, D. (2019). Access to primary education (New Zealand). Bloomsbury Digital Resources. Retrieved from https://www.becs-bloomsbury.com/
Find more research publications by Donella Cobb