Awards
Research Interests
A central question that animates my research is: What supports quality teaching? I have applied this question to curriculum-based teaching and learning in schools, my own teaching within initial teacher education, and more broadly to teaching in the academy. I am deeply interested in the scholarship of teaching.
My research coalesces around the practice of teaching and lived experiences of teachers and learners. I have published in relation to teacher development and teacher preparation programmes and systems, practice-focused research in initial teacher education, pre-service teacher identity development as culturally responsive and sustaining teachers, twenty-first century education and development of critical information literacy, curriculum issues and development (with a particular focus on social sciences education), gender relations and ICT.
A major research project I was involved in as a co-investigator was the Teaching and Research Learning Initiative (TLRI) research project titled "Shifting the conceptualisation of knowledge and learning in the integration of the new New Zealand Curriculum in initial and continuing teacher education." My current research projects relate to practice-oriented assessment in teacher education and exploration of the complexity of teaching.
I am co-director of the Pedagogies of Possibility (PoP) research group.
- Teacher learning
- Curriculum studies and curriculum issues
- Social sciences education
- Gender relations and ICT
- Knowledge and learning
Recent Publications
- Abbiss J. (2020) Curriculum in Secondary Education (New Zealand). Education and Childhood Studies : 1-9. http://dx.doi.org/10.5040/9781350993716.010.
- Abbiss J. and Vanassche E. (2019) Practice-focused research in initial teacher education. Oxford Research Encyclopedia: Education : 1-25. http://dx.doi.org/10.1093/acrefore/9780190264093.013.578.
- Fickel L. and Abbiss J. (2019) Supporting secondary pre-service teacher identity development as culturally responsive and sustaining teachers. FIRE: Forum for International Research in Education 5(2): 138-158. http://dx.doi.org/10.32865/fire201952152.
- Fickel LC., Abbiss J., Brown E. and Astall C. (2018) The Importance of Community Knowledge in Learning to Teach: Foregrounding Māori Cultural Knowledge to Support Preservice Teachers' Development of Culturally Responsive Practice. Peabody Journal of Education 93(3): 285-294. http://dx.doi.org/10.1080/0161956X.2018.1449858.
- Abbiss J. (2016) Critical literacy in support of critical-citizenship education in social studies. set: Research Information for Teachers 2016(3): 29-35. http://dx.doi.org/10.18296/set.0054.
