Dr Lyndal O'Gorman
Faculty of Creative Industries, Education & Social Justice,
School of Early Childhood & Inclusive Education
Biography
Lyndal O’Gorman has worked in the School of Early Childhood and Inclusive Education casually since 2004 and full-time from 2007. Prior to this she taught in Education Queensland primary schools in Brisbane and Far North Queensland. Lyndal's PhD research employed phenomenography to explore parents' views of the Preparatory Year in a non-government school. Lyndal's current teaching and research endeavours at QUT include the topics of early childhood and primary arts education, education for sustainability, play pedagogies, interdisciplinary learning and teaching, and early childhood leadership. Lyndal is building a substantial track record of research investigating the intersection of the arts and education for sustainability and her work in this space is recognised internationally. She is co-leader of the Transnational Dialogues in Research in Early Childhood Education for Sustainability. Lyndal's research leadership at QUT is demonstrated by her role on the leadership team of the Centre for Child and Family Studies research group, and her extensive supervision of HDR students.Personal details
Positions
- Senior Lecturer
Faculty of Creative Industries, Education & Social Justice,
School of Early Childhood & Inclusive Education
Keywords
Arts, Conceptions, Early childhood education, Education for sustainability, Parents, Phenomenography, Preparatory Year, Queensland
Research field
Education systems, Curriculum and pedagogy, Other Education
Field of Research code, Australian and New Zealand Standard Research Classification (ANZSRC), 2020
Qualifications
- PhD (Queensland University of Technology)
- Bachelor of Education (Queensland University of Technology)
- Diploma of Teaching (Early Childhood) (Brisbane College of Adv. Ed.)
Professional memberships and associations
- Australian Association of Environmental Education
- Queensland Early Childhood Sustainability Network
Teaching
Lyndal specialises in teaching in the following areas:
- Early childhood and primary visual and media arts education
- Education for Sustainability
Lyndal has been a member of an award-winning Scholarship of Teaching team that conducted research investigating the experiences of students with English as an additional language as they undertook field experience in Australian schools. As Program Coordinator of the Graduate Diploma in Education (Early Years) course, Lyndal lead a teaching team that won the Education Faculty's inaugural Teaching and Learning Award for Teaching Excellence (Team Award) in 2009. This was achieved as a result of the team's innovative work with the Graduate Schools Program. Lyndal is an experienced Arts educator who has lead large teaching teams in the Faculty of Education across multiple campuses. Her teaching expertise was recognised through a secondment to the university's central Learning and Teaching Unit (2016/17) where she worked in the Academic Development Team to provide professional development to early career academics from across QUT. Lyndal is a Senior Fellow of the Higher Education Academy through the QUT Academy of Learning and Teaching (QALT).
Experience
Lyndal has been a key member of research and teaching teams that have implemented innovative interdisciplinary teaching and learning at QUT. She was a co-initiator of the Lone Pine Koala Centre project in which students from the Faculties of Education and Design worked together to design an early education centre to be built on the grounds of a local wildlife sanctuary. Lyndal is a key member of the committee of the Queensland Early Childhood Sustainability Network (QECSN). QECSN provides professional development and advocacy for Queensland early childhood teachers as they implement education for sustainability in their centres.
Publications
- O'Gorman, L., (2017). Sustainability, the arts and big numbers: The challenge of researching children's responses to Chris Jordan's images. International Journal of Early Childhood, 49(3), 321–332. https://eprints.qut.edu.au/109900
- Breathnach, H., Danby, S. & O'Gorman, L. (2017). 'Are you working or playing?' Investigating young children's perspectives of classroom activities. International Journal of Early Years Education, 25(4), 439–454. https://eprints.qut.edu.au/104415
- Inoue, M., O'Gorman, L., Davis, J. & Ji, O. (2017). An international comparison of early childhood educators' understandings and practices in education for sustainability in Japan, Australia, and Korea. International Journal of Early Childhood, 49(3), 353–373. https://eprints.qut.edu.au/114967
- Inoue, M., O'Gorman, L. & Davis, J. (2016). Investigating early childhood teachers' understandings of and practices in education for sustainability in Queensland: A Japan-Australia research collaboration. Australian Journal of Environmental Education, 32(02), 174–191. https://eprints.qut.edu.au/93566
- O'Gorman, L., (2015). Early learning for sustainability through the arts. Young children and the environment: Early education for sustainability [2nd edition], 209–224. https://eprints.qut.edu.au/81886
- O'Gorman, L., (2014). The arts and education for sustainability: Shaping student teachers' identities towards sustainability. In J. Davis & S. Elliott (Eds.), Research in early childhood education for sustainability: International perspectives and provocations (pp. 266–279). Routledge. https://eprints.qut.edu.au/81881
- O'Gorman, L. & Davis, J. (2013). Ecological footprinting: its potential as a tool for change in preservice teacher education. Environmental Education Research, 19(6), 779–791. https://eprints.qut.edu.au/54773
- O'Gorman, L. & Hard, L. (2013). Looking back and looking forward: Exploring distributed leadership with Queensland Prep teachers. Australasian Journal of Early Childhood, 38(3), 77–84. https://eprints.qut.edu.au/57773
- Petriwskyj, A., O'Gorman, L. & Turunen, T. (2013). The interface of the national Australian curriculum and the pre-Year 1 class in school: Exploring tensions. Australasian Journal of Early Childhood, 38(1), 16–22. https://eprints.qut.edu.au/59065
- O'Gorman, L. & Ailwood, J. (2012). 'They get fed up with playing': parents' views on play-based learning in the Preparatory Year. Contemporary Issues in Early Childhood, 13(4), 266–275. https://eprints.qut.edu.au/50864
QUT ePrints
For more publications by Lyndal, explore their research in QUT ePrints (our digital repository).
Supervision
Completed supervisions (Doctorate)
- Teachers' Ways of Seeing their Approaches with Student Behaviour in the Preparatory Year (2018)
- Children's Perspectives of Play in an Early Childhood Classroom (2017)
- A Case Study of how Primary School Teachers in Papua New Guinea understand Outcomes-Based Education (2011)
- The current context of Queensland primary teacher engagement with professional learning through professional associations (2010)
Completed supervisions (Masters by Research)
The supervisions listed above are only a selection.