Dr Anne-Mare Dreyer
Lecturer, Educational Psychology
- B.A. Degree (University of KwaZulu, South Africa)
- M. Ed (University of Johannesburg, South Africa)
- Ph.D (University of Technology, Sydney)
Telephone: 9739 3335
Child & Adolescent Development; Intelligence & Cognition; Social Influences & Diversity; The Inclusive Classroom; Classroom Skills; the Teacher as Researcher; Exercise and Social Development through the Lifespan
Merleau-Ponty’s phenomenology of embodiment in pre-service teachers’ lived experience; Michel de Certeau’s interpretation of ‘everyday practice’; Transformative Learning and how students learn ‘to become’ teachers as they acquire knowledge through curricula which represent transforming values and dispositions associated with a discipline
In 2017 particular attention will be given to the development of agency (control, autonomy and power) in initial teacher education students’ learning and teaching practice. Scaffolded instruction, mastery-based learned, metacognition, formative assessment, collaborative learning and zone of proximal learning will be embedded as concepts within their subjects.
Anne-Mare Dreyer taught extensively in schools and higher education before emigrating to Australia from South Africa. She joined the ACPE in 2004 and since then has been lecturer and coordinator for several subjects linked to teacher education degrees.
In 2016 she was awarded the Doctor of Philosophy (UTS) for research which focused on lecturers’ experiences of computers in everyday academic practice. This study is part of an emergent genre of research following a post-Cartesian approach which brings to light the embodied side in professional practice, learning and education.
Paper: Describing the experiences of lecturers’ use of computers in everyday academic practice: A phenomenological case study. 2008 Post Graduate Student Research Conference. Opening research spaces. University of Technology Sydney. Faculty of Education