Dr Lesley Scanlon

Senior Lecturer, Teaching and Learning
Coordinator, Professional Doctorates

A35 - Education Building
The University of Sydney

Telephone +61 2 93516380
Fax +61 2 93514580

Website Contact details

Biographical details

Lesley has extensive experience as a teacher and researcher in NSW high schools, TAFE and universities. Her preservice teacher preparation interests include developing a professional identity, authentic learning and teaching, mentoring and innovative pedagogy

Lesley has a particular interest in the lifelong learning of professionals. Shecoordinates the Doctor of Education program where her current role focuses on providing students with innovative learning experiences at the University and in motivating and engaging students in the professional world of teaching.

In 2006 Lesley received a Carrick Citation for Outstanding Contribution to the Student Experience, a nationally recognised award. She supervises PhD students engaged in researching identity, student persistence and curriculum.

Research interests

Educational history, sociology and philosophy

  • Sociology of education

Research on teaching and learning

  • Teacher education and professional learning

Current research students

Project title Degree Research student
Sharing the wisdom: mentoring for women of experience. PhD Shirley KOCH
Finding the value of online communities: An ethnography on students' use of social media in Music pedagogy. EdD Andrew MIFSUD
Higher education teachers' beliefs about pedagogy and how compulsory teacher training influences their beliefs and teaching practice: case studies from the Mekong Delta Region, Viet Nam. PhD Thi NGUYEN
Theoretical framework for Australian private higher education. EdD Sue-ann STANFORD

Current projects

  • I am currently chief investigator and critical friend on a major three year longitudinal study of student engagement in a low SES High School. This National Partnership research project will provide students, parents, teachers, school administrators and policy makers with major insights into the workings of - the federal government school laptop policy, the integration of literacy and numeracy across the curriculum, the transition to high school and to the senior school. Over 300 interviews will be conducted each year of the project with students, teachers and parents. These interviews will provide unique insights, over time, into current school and government educational initiatives. The project will capture the unique culture and sub-cultures of the school and the multiple voices within the school and how they construct day-to-day learning and teaching. As a critical friend in 2011 I have made three presentations to a whole staff meeting on - learning and teaching with laptops, student experiences of the transition to high school and the transition to Years 11 & 12. Findings of transition to an innovative Year 11 and 12 were presented at BERA in 2011. The results of the project will be progressively reported in academic journals. The culmination of the project will be a book which will capture learning and teaching in a low SES school from the perspective of the lived experience of students and teachers and these will be foregrounded against policy intentions and global educational trends.
  • My recent publication of the edited work - 'Becoming' a Professional - has given rise to an important project on the role of doctoral education in the development of professional identity. I am currently working on a book proposal which will draw on research data from doctoral students across a broad range of disciplines. The data reveals the way professionals identify with their working life and the importance of research to this life. The book will highlight different research methodologies employed by students and how these reflect on their definitions of themselves as professionals and on their profession as a whole.

Awards and honours

  • Carrick Australian Awards for University Teaching, Citations for Outstanding Contributions to Student Learning 2006

Selected grants

2003

  • Student teacher perceptions of the relationship between educational theory and teaching practice; Scanlon L; DVC Research/Research and Development Scheme: Newly Appointed Staff (NAS).

Selected publications

Download citations: PDF RTF Endnote

Book Chapters

  • Scanlon, L. (2011). 'Becoming' a professional. In Lesley Scanlon (Eds.), "Becoming" a Professional: an Interdisciplinary Analysis of Professional Learning, (pp. 13-32). Dordrecht: Springer.
  • Scanlon, L. (2011). Introduction. In Lesley Scanlon (Eds.), "Becoming" a Professional: an Interdisciplinary Analysis of Professional Learning, (pp. 1-11). Dordrecht: Springer.
  • Scanlon, L. (2011). White coats, handmaidens and warrior chiefs: the role of filmic representations in becoming a professional. In Lesley Scanlon (Eds.), "Becoming" a Professional: an Interdisciplinary Analysis of Professional Learning, (pp. 109-127). Dordrecht: Springer.
  • Scanlon, L. (2010). Preparing Graduate Teachers: a Case Study of Undergraduate Pre-service Education and Teaching Standards. In Hua-ying B (Eds.), The Policy Making and Theoretical Construction of Qualification Systems for Teachers, (pp. 279-291). Beijing, China: Beijing Normal University Publishing Group.
  • Scanlon, L. (2008). 'The theories make you pay more attention to how things happen': The impact of theory on the practice of pre-service teachers in their role as student mentors. In Bottrell, Dorothy and Meagher, Gabrielle (Eds.), Communities and change: selected papers, (pp. 195-209). Sydney: Sydney University Press.
  • Scanlon, L. (2006). Graduate attributes and the transition to higher education. In Paul Hager and Susan Holland (Eds.), Graduate Attributes, Learning and Employability, (pp. 125-148). Netherlands: Springer.

Journals

  • Rowley, J., Scanlon, L., Laing, L., Smith, L., Treleaven, L. (2014). Improving Professional Learning and Teaching Through the Development of a Quality Process. Journal of Education and Training, 1(1), 83-104. [More Information]
  • Scanlon, L. (2012). 'Why didn't they ask me?': Student perspectives on a school improvement initiative. Improving Schools, 15(3), 185-197. [More Information]
  • Scanlon, L. (2009). Identifying supporters and distracters in the segmented world of the adult learner. Studies in Continuing Education, 31(1), 29-43.
  • Scanlon, L. (2009). Metaphors and mentoring: constructing a mentor typology from the perspective of student mentors. International Journal of Evidence Based Coaching and Mentoring, 7(2), 71-81.
  • Scanlon, L. (2008). Adults' motives for returning to study: the role of self-authoring. Studies in Continuing Education, 30(1), 17-32.
  • Scanlon, L. (2008). The impact of experience on student mentors' conceptualisations of mentoring. International Journal of Evidence Based Coaching and Mentoring, 6(2), 57-66.
  • Weber, Z., Rowling, L., Scanlon, L. (2007). "It's like..a confronting issue": Life changing narratives of young people. Qualitative Health Research, 17(7), 945-953.
  • Scanlon, L., Rowling, L., Weber, Z. (2007). 'You don't have like an identity.. you are just lost in a crowd': Forming a Student Identity in the First-year Transition to University. Journal of Youth Studies, 10(2), 223-241.
  • Sutherland, L., Scanlon, L., Sperring, A. (2005). New directions in preparing professionals: examining issues in engaging students in communities of practice through a school-university partnership. Teaching and Teacher Education, 21, 79-92.
  • Rowling, L., Weber, Z., Scanlon, L. (2005). Transitions and Loss: Illuminating Parameters of Young Adults' Mental Health. Australian Journal of Guidance and Counselling, 15(2), 168-181.
  • Scanlon, L. (2004). I've Learnt To Think. Not Being Taught Something But Thinking For Myself: Engaging Students In Authentic University Learning Experiences In Senior High School. Teaching and Learning Literature with Children and Young Adults, 25(1), 79-88.
  • Scanlon, L. (2004). She Just Blends And Just Comes Down To Our Level And Communicates With Us Like We'Re People': Students' Perceptions Of Quality Teaching And Teacher Standards. Change: Transformations in Education, 7(1), 93-108.
  • Scanlon, L. (2001). Identifying supporters and distracters in the segmented world of the adult learner. Studies in Continuing Education, 31(1), 29-43.

Conferences

  • Scanlon, L. (2011). 'I can use these theories in the back of my mind when I'm teaching': a new way to integrate theory and practice in a preservice teacher. Hawaii International Conference on Education 2008. Hawaii International Conference on Education.
  • Scanlon, L. (2009). 'Education Is So Meant to Be About Doing': Authenticity and Professional Learning in Teacher Education. IASK International Conference Teaching and Learning TL 2009, Portugal: International Association for Scientific Knowledge.
  • O'Connor, K., Scanlon, L. (2006). "What I do is who I am": Knowledge, skills and teachers' professional identities. AARE International Education Research Conference 2005, Australia: Australian Association for Research in Education (AARE).
  • Scanlon, L. (2004). Teachers professional competence: students perceptions of quality teaching and learning.
  • Scanlon, L. (2003). Creating new learning spaces in a school university partnership.
  • Scanlon, L. (2003). Mentoring transition through contextualisation conceptualisation and ritualization.
  • Scanlon, L. (2003). This goes with that: blurring the boundaries of theory and practice in a teacher-researcher model of inquiry.
  • Scanlon, L. (2001). Curriculum change and teacher competencies: does generic competency learning require new kinds of teachers.
  • Scanlon, L. (2001). Student experiences of generic competency learning: a case of practitioner research.
  • Scanlon, L. (2001). The `boundary spanner: exploring new frontiers in a school university partnership. AARE, Melbourne: Australian Association for Research in Education (AARE).

2014

  • Rowley, J., Scanlon, L., Laing, L., Smith, L., Treleaven, L. (2014). Improving Professional Learning and Teaching Through the Development of a Quality Process. Journal of Education and Training, 1(1), 83-104. [More Information]

2012

  • Scanlon, L. (2012). 'Why didn't they ask me?': Student perspectives on a school improvement initiative. Improving Schools, 15(3), 185-197. [More Information]

2011

  • Scanlon, L. (2011). 'Becoming' a professional. In Lesley Scanlon (Eds.), "Becoming" a Professional: an Interdisciplinary Analysis of Professional Learning, (pp. 13-32). Dordrecht: Springer.
  • Scanlon, L. (2011). 'I can use these theories in the back of my mind when I'm teaching': a new way to integrate theory and practice in a preservice teacher. Hawaii International Conference on Education 2008. Hawaii International Conference on Education.
  • Scanlon, L. (2011). Introduction. In Lesley Scanlon (Eds.), "Becoming" a Professional: an Interdisciplinary Analysis of Professional Learning, (pp. 1-11). Dordrecht: Springer.
  • Scanlon, L. (2011). White coats, handmaidens and warrior chiefs: the role of filmic representations in becoming a professional. In Lesley Scanlon (Eds.), "Becoming" a Professional: an Interdisciplinary Analysis of Professional Learning, (pp. 109-127). Dordrecht: Springer.

2010

  • Scanlon, L. (2010). Preparing Graduate Teachers: a Case Study of Undergraduate Pre-service Education and Teaching Standards. In Hua-ying B (Eds.), The Policy Making and Theoretical Construction of Qualification Systems for Teachers, (pp. 279-291). Beijing, China: Beijing Normal University Publishing Group.

2009

  • Scanlon, L. (2009). 'Education Is So Meant to Be About Doing': Authenticity and Professional Learning in Teacher Education. IASK International Conference Teaching and Learning TL 2009, Portugal: International Association for Scientific Knowledge.
  • Scanlon, L. (2009). Identifying supporters and distracters in the segmented world of the adult learner. Studies in Continuing Education, 31(1), 29-43.
  • Scanlon, L. (2009). Metaphors and mentoring: constructing a mentor typology from the perspective of student mentors. International Journal of Evidence Based Coaching and Mentoring, 7(2), 71-81.

2008

  • Scanlon, L. (2008). 'The theories make you pay more attention to how things happen': The impact of theory on the practice of pre-service teachers in their role as student mentors. In Bottrell, Dorothy and Meagher, Gabrielle (Eds.), Communities and change: selected papers, (pp. 195-209). Sydney: Sydney University Press.
  • Scanlon, L. (2008). Adults' motives for returning to study: the role of self-authoring. Studies in Continuing Education, 30(1), 17-32.
  • Scanlon, L. (2008). The impact of experience on student mentors' conceptualisations of mentoring. International Journal of Evidence Based Coaching and Mentoring, 6(2), 57-66.

2007

  • Weber, Z., Rowling, L., Scanlon, L. (2007). "It's like..a confronting issue": Life changing narratives of young people. Qualitative Health Research, 17(7), 945-953.
  • Scanlon, L., Rowling, L., Weber, Z. (2007). 'You don't have like an identity.. you are just lost in a crowd': Forming a Student Identity in the First-year Transition to University. Journal of Youth Studies, 10(2), 223-241.

2006

  • O'Connor, K., Scanlon, L. (2006). "What I do is who I am": Knowledge, skills and teachers' professional identities. AARE International Education Research Conference 2005, Australia: Australian Association for Research in Education (AARE).
  • Scanlon, L. (2006). Graduate attributes and the transition to higher education. In Paul Hager and Susan Holland (Eds.), Graduate Attributes, Learning and Employability, (pp. 125-148). Netherlands: Springer.

2005

  • Sutherland, L., Scanlon, L., Sperring, A. (2005). New directions in preparing professionals: examining issues in engaging students in communities of practice through a school-university partnership. Teaching and Teacher Education, 21, 79-92.
  • Rowling, L., Weber, Z., Scanlon, L. (2005). Transitions and Loss: Illuminating Parameters of Young Adults' Mental Health. Australian Journal of Guidance and Counselling, 15(2), 168-181.

2004

  • Scanlon, L. (2004). I've Learnt To Think. Not Being Taught Something But Thinking For Myself: Engaging Students In Authentic University Learning Experiences In Senior High School. Teaching and Learning Literature with Children and Young Adults, 25(1), 79-88.
  • Scanlon, L. (2004). She Just Blends And Just Comes Down To Our Level And Communicates With Us Like We'Re People': Students' Perceptions Of Quality Teaching And Teacher Standards. Change: Transformations in Education, 7(1), 93-108.
  • Scanlon, L. (2004). Teachers professional competence: students perceptions of quality teaching and learning.

2003

  • Scanlon, L. (2003). Creating new learning spaces in a school university partnership.
  • Scanlon, L. (2003). Mentoring transition through contextualisation conceptualisation and ritualization.
  • Scanlon, L. (2003). This goes with that: blurring the boundaries of theory and practice in a teacher-researcher model of inquiry.

2001

  • Scanlon, L. (2001). Curriculum change and teacher competencies: does generic competency learning require new kinds of teachers.
  • Scanlon, L. (2001). Identifying supporters and distracters in the segmented world of the adult learner. Studies in Continuing Education, 31(1), 29-43.
  • Scanlon, L. (2001). Student experiences of generic competency learning: a case of practitioner research.
  • Scanlon, L. (2001). The `boundary spanner: exploring new frontiers in a school university partnership. AARE, Melbourne: Australian Association for Research in Education (AARE).

To update your profile click here. For support on your academic profile contact .