About Dr Lesley Scanlon
I am passionate about the way professional identities are formed and the ways in which research by individual professionals contributes to their ongoing professional development.
I am a Senior Lecturer in Teacher Education and the Professional Doctorate Coordinator and Master of Teaching Coordinator. I have extensive experience as a practising teacher in schools, Technical and Further Education and Universities and am currently a teacher educator.
Identity formation in the sense of ‘becoming’ has been my long-time research interest which was initiated by my experiences as a learner in both western and Asian cultural contexts. Recently I have focused on the ways in which university students form new identities as they make the transition to tertiary study. Concomitantly I have examined the ways pre-service teachers conceptualise themselves as professionals within the confines of university preparation courses. My latest project is an extensive analysis of the ways in which professional identity is formed by teachers, doctors and nurses. I am also currently engaged in an extensive project investigating the historical, sociological and epistemological aspects of mentoring. I research and write within a range of interpretive frameworks including, symbolic interactionism and narrative research.
- Scanlon, L. Mentors and mentoring: constructing a mentor typology from the perspective of student mentors. International Journal of Evidence Based Coaching and The impact of experience on student mentors’ conceptualisations of mentoring. International Journal of Evidence Based Coaching and Mentoring, Vol 6, No. 2. pp. 57-66.
- Scanlon, L. Adults’ motives for returning to study: the role of self-authoring. Studies in Continuing Education, 30(1), pp.
- Scanlon, L., Rowling, L. & Weber, Z. '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, Vol10(2), pp.223-241.
- Scanlon, L. Graduate Attributes and the Transition to Higher Education. In Hager, P. & Holland, S. (Eds.), Graduate Attributes, Learning and Employability. (pp.125-149). Dordrecht, Netherlands: Springer.
- Sutherland, L., Scanlon, L. & Sperring, a New Directions in preparing professionals: examining issue sin engaging students in communities of practice through a school-university partnership. Teaching and Teacher Education, 21 pp 79-92.
- Rowling, L., Weber, Z. Scanlon, L. Transitions and Loss: Illuminating parameters of young adults’ mental health. Australian Journal of Guidance and Counselling, Vol15(2), pp168
- Scanlon, L. She just blends and just comes down to our level and communicates with us like we're people: students' perceptions of quality teaching and teaching standards. Change: Transformations in Education, Vol 7(1), pp. 93-108.