Publications: Dr. Amanda Berry

Berry, A.K.(2009)

Publications: Dr. Amanda Berry Books Loughran, J., Berry, A., Clemans, A., Lancaster, G., & Long, M. (2008). Feasibility Study: Establishing a National Centre for Pedagogy and a National Clearinghouse for Educational Research (volumes 1 & 2). Pedagogy & Professional Learning Research Group: Monash University. Berry, A. (2007). Tensions in teaching about teaching: Understanding practice as a teacher educator. Dordrecht: Springer. Loughran, J.J., Berry, A., & Mulhall, P. (2006). Understanding and Developing Science Teachers’ Pedagogical Content Knowledge. Sense Publishers: Rotterdam. The Netherlands. Edited books Clemans, A., Berry, A., Blaise, M., Keast, S., Loughran, J., Parr, G., Riley P., Tudball, L., & Robb, D. (Eds.), (2009). Willing to lead: Leading professional learning. Melbourne. DEECD. Berry, A., & Keast, S. (Eds.). (2009). Looking into Practice: Cases of science teachers’ professional growth. Volume One. Monash University and The Catholic Education Office - Archdiocese of Melbourne, Melbourne, Victoria. Loughran, J.J., & Berry, A. (Eds.). (2008). Looking into Practice: Cases of Science Teaching and Learning. Volume 3. Monash University and The Catholic Education Office - Archdiocese of Melbourne, Melbourne, Victoria. Berry, A., et al., (2008). Professional dilemmas: Cases of leading professional learning. Melbourne: DEECD. Berry, A., Clemans, A., & Kostogriz, A. (Eds.). (2007). Dimensions of Professional Learning: Professionalism, practice and identity. Sense Publishers: Rotterdam. The Netherlands. Loughran, J.J., & Berry, A. (Eds.). (2007). Looking into Practice: Cases of Science Teaching and Learning. Volume 2. Faculty of Education, Monash Print Services, Melbourne. Loughran, J.J., & Berry, A. (Eds.). (2006). Looking into Practice: Cases of Science Teaching and Learning. Volume 1. Faculty of Education, Monash Print Services, Melbourne. Chapters in Books Berry, A., & Loughran, J.J. (accepted, May 2009). Developing science teacher educators’ pedagogy of teacher education. In, B. Fraser, K. Tobin and C. McRobbie (Eds.), Second International Handbook of Science Education. Dordrecht: Springer. Van Driel, J.H., & Berry, A. (accepted, March, 2008). The Teacher Education Knowledge Base: Pedagogical Content Knowledge. In B. McGraw, P.L. Peterson, E. Baker, (Eds.), International Encyclopedia of Education, 3rd edition. Oxford: Elsevier. Berry, A., & Keast. S. (2009). Working from student ideas. In Berry, A., & Keast, S. (Eds.). Looking into Practice: Cases of science teachers’ professional growth. Volume One (pp. 107-108). Monash University and The Catholic Education Office - Archdiocese of Melbourne, Melbourne, Victoria. Berry, A., & Crowe, A. (2009). Many miles and many emails: Using email as a methodological tool in self-study to refine and reframe practice. In M.L. Heston and D. L. Tidwell (Eds.), Research Methods for the Self-Study of Practice (pp. 83 – 98). Dordrecht: Springer. Berry, A. K. Publications 2003 – 2009.

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Berry, A. K., (2008). 'Noticing': Seeing science teaching and learning differently. In Loughran, J.J., & Berry, A. (Eds.). (2008). Looking into Practice: Cases of Science Teaching and Learning: Volume 3 (pp. 107-109). Faculty of Education, Monash University and The Catholic Education Office - Archdiocese of Melbourne, Melbourne Vic Australia. Berry, A. K., (2008). Learning about assumptions. In, Berry, A., et al (Eds.), Leading Professional Learning: Cases of Professional Dilemmas (pp. 189-191). Department of Education and Early Childhood Development, Melbourne Vic Australia. Loughran, J., Berry, A., & Mulhall, P. (2007). Pedagogical content knowledge: What does it mean to science teachers? In R. Pinto & D. Couso (Eds.), Contributions from science education research (pp. 93 – 105). Dordrecht: Springer. Berry, A., Loughran, J., & Mulhall, P. (2007). Values associated with representing science teachers’ pedagogical content knowledge. In D. Corrigan, J. Dillon & R. Gunstone (Eds.), The reemergence of values in science education (pp. 149-163). Rotterdam, The Netherlands: Sense Publishers. Berry, A., & Scheele, S. (2007). Professional Learning Together: Building teacher educator knowledge through collaborative research. In, A. Berry, A. Clemans, A.Kostogriz (Eds.). Dimensions of Professional Learning: Professionalism, practice and identity. (pp. 141 – 154). Sense Publishers: Rotterdam. The Netherlands. Nuttall, J., Doecke, B., Berry, A., Illesca, B and Mitchell, J. (2007). Fieldwork supervision: A space for professional learning. In, A. Berry, A. Clemans, A. Kostogritz (Eds.). Dimensions of Professional Learning: Professionalism, practice and identity. (pp. 37- 52). Sense Publishers: Rotterdam. The Netherlands. Crowe, A., & Berry, A. (2007). Teaching Prospective Teachers about Learning to Think like a Teacher: Articulating our Principles of Practice. In Russell, T. & Loughran, J.J. (Eds.) Enacting a pedagogy of teacher education. London: Routledge. Loughran, J., Berry, A., Mulhall, P., & Woolnough, J. (2006). Understanding and valuing the development of pedagogical knowledge in science teacher education. In I. Eilks & B. Ralle (Eds.), Towards Research-based Science Teacher Education (pp. 65 - 76). Aachen, Germany: Shaker Verlag. Berry, A. K. & Loughran, J. J. (2005). Teaching about teaching: the role of self-study. In Claudia Mitchell, Sandra Weber and Kathleen O'Reilly-Scanlon (Eds) Just Who Do We Think We Are? Methodologies for Autobiography and Self-Study in Teaching (pp. 168-180). London: RoutledgeFalmer. Loughran, J. J, Berry, A. K. & Tudball, E. J. (2005). Developing a culture of critique in teacher education classes. In Garry F Hoban, (Ed) The Missing Links in Teacher Education Design. Developing a Multi-linked Conceptual Framework (pp. 193-208). Dordrecht. The Netherlands: Springer Berry, A. (2004). Self-study in Teaching about Teaching. In Loughran, J.J., Hamilton, M. L., LaBoskey, V & Russell, T (Eds.) International Handbook of Self-study of Teaching and Teacher Education Practices, (pp. 1295 – 1332). Dordrecht: Kluwer publishing. Berry, A & Loughran, J. (2002). Curriculum change in science teaching: The need to listen to teachers. In Yeung, Y.Y. (Ed.) Innovative ideas in Science Teaching: Theories and Exemplars. Hong Kong Institute of Education. Hong Kong.

Berry, A. K. Publications 2003 – 2009.

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Berry, A & Milroy, P. (2002) Changes that Matter. In Loughran, J and Mitchell, I (Eds.) Teacher as Researcher: the PAVOT project. Teachers College Press. Berry, A., & Loughran, J.J. (2002). Developing an Understanding of Learning to Teach in Teacher Education. In John Loughran & Tom Russell (Eds.) Improving Teacher Education Practices Through Self-study. (pp. 13 – 29). London: RoutledgeFalmer. Berry, A., Gunstone, R.F., Loughran, J.J. & Mulhall, P. (2001). Science Laboratory work for Purposeful Learning in Science. In Komorek, Behrendt, Dahncke, Duit, Gaber and Kross (Eds.) Research in Science Education, Past, Present and Future, (pp. 313 – 318). Dordrecht: Kluwer Press. Loughran, J. & Berry, A. (1999). Reconceptualising student teacher supervision through reflective practice. In J.R. Baird (Ed.), Reflecting, Teaching, Learning: Perspectives on educational improvement, (pp. 253 – 270). Cheltenham, Victoria: Hawker Brownlow Education.

Refereed Journal articles Hume, A., & Berry, A. (under review: Research in Science Education). Constructing CoRes – a strategy for building PCK in pre-service science teacher education. Keast, S., Cooper, R., Berry, A., Loughran, J., & Hoban, G. (under review: Journal of Science Teacher Education). Slowmation as a pedagogical scaffold for improving science teaching and learning. Clemans, A., Berry, A., & Loughran, J. (accepted: Professional Development in Education). Lost and Found in transition: The professional journey of teacher educators. Berry, A. (accepted February, 2009). Exploring vision in self-study: A commentary on The Role of Vision in Trajectories of Literacy Practice Among New Teachers. Studying Teacher Education. Berry, A. (2009). Professional self-understanding as expertise in teaching about teaching. Teachers & Teaching: Theory and practice 15(2), 305-318. (Invited paper in Special Issue: Teaching as a discipline.) Berry, A. (2008). Reconceptualising Teacher Educator Knowledge as tensions: Exploring the tension between valuing and reconstructing experience. Studying Teacher Education, 3(2), 117-134. Berry, A., Loughran, J., & van Driel., J.H., (2008). Revisiting the roots of Pedagogical Content Knowledge. International Journal of Science Education, Guest edited Special Issue, 30(10), 1271 -1280. Loughran, J., Mulhall, P., & Berry, A. (2008). Exploring Pedagogical Content Knowledge in Science Teacher Education: A Case Study. International Journal of Science Education, Guest edited Special Issue, 30(10), 1301 -1320. Berry, A., Loughran, J., Smith, K., & Lindsay, S., (accepted June, 2008). Capturing and enhancing Science teachers' professional knowledge. Research in Science Education. Loughran, J. & Berry, A. (2005) Modelling by Teacher Educators. Teaching & Teacher Education. 21(2), 193-203. Berry, A. (2004). Confidence and uncertainty in teaching about teaching. Australian Journal of Education, 48(2), 149-166.


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Berry, A. (2004). Making the private public: Giving preservice teachers access to their teacher educators’ thinking via an electronic journal. Didaktisk Tidskrift Nordic Journal of Teaching and Learning. 14(1),17-24. Loughran, J.J., Mulhall, P., &. Berry, A. (2004). In Search of Pedagogical Content Knowledge in Science: developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching. 41(4), pp.370-391. Mulhall, P., Berry, A., & Loughran, J.J. (2003). Frameworks for representing science teachers’ pedagogical content knowledge. Asia Pacific Forum on Science Teaching and Learning. 4 (2), 1 – 25. http://www.ied.edu.hk/apfslt/v4_issue2/mulhall/ Editorial Berry, A. (2009). Building a vision for practice. Studying Teacher Education. 5(1), 1-3 Guest Editor of Special Issue Berry, A. K., Loughran, J. J, & van Driel, J. H. (2008). Special Issue: Developments and Challenges in Researching Science Teachers' Pedagogical Content Knowledge: An international perspective. International Journal of Science Education, 30(10). Invited Addresses/Papers/Keynotes Berry, A. (October, 2009). Researching teaching for scholarship and publication. One day invited workshop, University of Wollongong, NSW, Australia, October 1, 2009. Berry, A., & Loughran, J. (April, 2009). Developing a pedagogy of teacher education. Two day invited workshop, Simon Fraser University, Vancouver, Canada, April 20 – 21, 2009. Berry, A. (July, 2008). Understanding and valuing science teachers’ professional knowledge of practice. Key note address at SciCon, NZ Science Teachers’ Conference, Wellington, New Zealand, July 7- 10th, 2008. Loughran, J., Berry, A., & Mulhall, P. (May, 2007.) Pedagogical content knowledge: A strategy for preparing science teachers to have a vision for their professional learning. Key note address at the International Conference on Preparing Quality Science Teachers, Taipei, Taiwan. May 31st - June 2nd, 2007. Berry, A., & Loughran, J. (February, 2007). Pedagogical content knowledge: Recognising and articulating science teachers’ expert knowledge. Invited address University of Witswaterand, Johannesburg, South Africa. (February 1, 2007) Loughran, J.J. & Berry, A. (February, 2007) Putting the Learning into Science Teaching. Plenary address SAARMSTE Mini Conference and Teacher Workshop Conference University of Witswaterand, Johannesburg, South Africa. (February 3, 2007). Berry, A. (June, 2006). Learning about Research and Teaching through Researching Teaching. Monash Faculty of Education Research Conference (MERC), Education in the 21st Century. (June 28, 2006). Loughran, J., Berry, A., Mulhall, P., & Woolnough, J. (June, 2006). Understanding and valuing the development of pedagogical content knowledge in science teacher education. Invited Paper at ‘Towards Research based Science Teacher Education’ Conference, University of Bremmen, Germany. (15 - 17June, 2006). Loughran, J.J., Berry, A., & Tudball, L. (April, 2003). Developing trust in teaching: learning to help student-teachers learn about their practice. Division K invited symposium at the annual meeting of the American Educational Research Association, Chicago, April 21-25, 2003.


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Book Review in Refereed Journal Berry, A. (2006). Science: Teaching School Subjects 11–19. International Journal of Science Education 28 (12) 1495–1498. Refereed Conference Proceedings Kosminsky, L., Russell, T., Berry, A., & Kane, R. (2008). The boundaries of think-aloud as practised by teacher educators. In L. M. Fitzgerald, M. L. Heston, and D. L. Tidwell (Eds.), Pathways to change in teacher education: Dialogue, diversity and self-study. Proceedings of the Seventh International Conference on Self-Study of Teacher Education Practices (pp. 197201). Cedar Falls, IA: University of Northern Iowa. Brandenburg, R., Berry, A., & Sense, J. (2008). Axioms, Assumptions & Tensions: Unveiling Knowledge developed through self-study. In L. M. Fitzgerald, M. L. Heston, and D. L. Tidwell (Eds.), Pathways to change in teacher education: Dialogue, diversity and self-study. Proceedings of the Seventh International Conference on Self-Study of Teacher Education Practices (pp. 27 – 30). Cedar Falls, IA: University of Northern Iowa. Berry, A. & Crowe, A. R. (2006). Extending our boundaries through self-study: Framing a research agenda through beginning a critical friendship. In L. M. Fitzgerald, M. L. Heston, and D. L. Tidwell (Eds.), Collaboration and Community: Pushing Boundaries through Self-Study. Proceedings of the Sixth International Conference on Self-Study of Teacher Education Practices (pp. 31 – 35). Cedar Falls, IA: University of Northern Iowa. Berry, A. (2004). Learning about helping student teachers learn about their practice: Revisited. In Deborah Tidwell, Linda Fitzgerald & Melissa Heston (Eds.) Journeys of Hope: Risking selfstudy in a diverse world. The fifth international conference of self-study of teacher education practices, Herstmonceux Castle, East Sussex, U.K. (pp. 37-41). Cedar Falls, Iowa: University of Northern Iowa. Conference papers (abstract refereed) Hume, A., & Berry, A. (2009). Using CoRes to promote the development of PCK in pre-service science and chemistry teacher education. Paper presented at the biennial meeting, of the European Science Education Research Association Conference, Istanbul, Turkey. 31 August – 4 September, 2009. Van Driel, J.H., & Berry, A. (2009). Teaching about teaching science. Paper presented at the International Study Association for Teachers and Teaching biennial meeting, Navigating in Educational Contexts: Identities and Cultures in Dialogue. 1 – 4 July, 2009. University of Lapland, Rovaniemi – Finland. Loughran, J., Berry, A., Clemans, A., et al (2009). Exploring the nature of teachers’ professional learning. Paper to be presented at the International Study Association for Teachers and Teaching biennial meeting, Navigating in Educational Contexts: Identities and Cultures in Dialogue. 1 – 4 July, 2009. University of Lapland, Rovaniemi – Finland. Keast, S., Cooper, R., Berry, A., Loughran, J., & Hoban, G. (April, 2009). Slowmation as a Pedagogical Scaffold for Improving Science Teaching and Learning. Paper presented at the annual meeting of the American Educational Research Association, [AERA], April 13 –17, 2009, San Diego, California. Loughran, J. Berry, A., Mulhall, P., & Woolnough, J. (April, 2009). A CoRe and PaP-eRs approach to teaching about PCK: A case study of a science teacher educator. Paper presented at the annual meeting of the American Educational Research Association, [AERA], April 13 –17, 2009, San Diego, California.


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Keast, S., Cooper, R., Berry, A., Loughran, J. (July, 2008). Slowmation as a Pedagogical Tool for Improving Science Learning. Paper presented at the annual meeting of the Australasian Science Education Research Association, July 2-5, 2008, Brisbane, Australia. Keast, S., & Berry, A., (September, 2008). What can science learning and teaching look like when you work from students’ prior ideas and beliefs? Paper presented at IOSTE Symposium, The Use of Science and Technology Education for Peace and Sustainable Development. September 2126, 2008, Kuşadası, Turkey. Loughran, J., Mitchell, J., Berry, A., & Clemans, A., (September, 2008). Developing teachers as leaders of professional learning. Paper presented at the British Educational Research Association Annual Conference, Heriot Watt University 3rd – 6th September, 2008. Edinburgh, Scotland. Berry, A., & Crowe, A. (April, 2007). Teaching prospective teachers to ‘think like a teacher’: Articulating our principles of practice. Paper presented at the annual meeting of the American Educational Research Association, [AERA] Chicago. Berry, A. (July, 2007). How do we live our Principles of Practice in helping student teachers to ‘think like a teacher’? Paper presented at the International Study Association for Teachers and Teaching biennial meeting, July 5 – 9, 2007, Brock University, Ontario, Canada. Berry, A., & Scheele, S. (July, 2007). Constructing our professional knowledge as teacher educators: a collaborative self-study. Paper presented at the International Study Association for Teachers and Teaching biennial meeting, July 5 – 9, 2007, Brock University, Ontario, Canada. Berry, A., Lindsay, S., & Loughran, J. (August, 2007). Building science teacher capacity in the development of knowledge of practice. Paper presented at the European Science Education Research Association biennial meeting, August 21 – 25, 2007, Malmo, Sweden. Hoban, G. & Berry, A. (2006, July). Now This Will Boost Student Engagement in Science! Animating Science Concepts with “Slowmation. Paper presented at the annual meeting of the Australasian Science Education Research Association, Canberra. Berry, A., Loughran, J. & Mulhall, P. (2006, April). Developing science teachers’ pedagogical content knowledge using Resource Folios. Paper presented at the annual meeting of the National Association Research in Science Teaching, [NARST] San Francisco. Clarke, A; Mitchell, J., Nuttal, J., Doecke, B. & Berry, A. (2006, April). Pedagogy and the Practicum: A comparative analysis of Australian and Canadian Cooperating teachers. Paper presented at the annual meeting of the American Educational Research Association, [AERA] San Francisco. Berry, A. (2005, April). Learning to articulate the tensions of practice as a teacher educator. Paper presented at the annual meeting of the American Educational Research Association, [AERA] Montreal. Loughran, J. & Berry, A. (2005, April). Competing agendas in teaching and learning about teaching. International research on the pedagogy of teacher education: an interactive symposium. Paper presented at the annual meeting of the American Educational Research Association, [AERA] Montreal. Berry A & Loughran J.J., (2004, April) Modeling in teaching about teaching: making the unseen clear. Paper presented at the annual meeting of the American Educational Research Association, [AERA] San Diego.


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Loughran, J. & Berry, A. (2003). Modelling by Teacher Educators. Paper presented at the annual meeting of the American Education Research Association [AERA], Chicago. April 21-25, 2003. Loughran, J., Berry, A., & Tudball, E. (2003). Developing trust in teaching: learning to help studentteachers learn about their practice. Paper presented at the annual meeting of the American Education Research Association [AERA], Chicago, April 21-25, 2003. Mulhall, P., Berry, A., & Loughran, J. (2003). Frameworks for representing science teachers’ pedagogical content knowledge. Paper presented at the annual meeting of the Australasian Science Education Research Association, Melbourne, July, 2003. Professional Journals Berry, A., & Keast. S. (May, 2009). Less control = better learning? Teacher, 42 - 43. Berry, A., & Keast. S. (April, 2009). Planning to learn, Teacher , 42 - 43. Berry, A., & Keast. S. (March, 2009). Critical Incidents, Teacher, 40 - 41. Berry, A., & Keast. S. (January/February, 2009). Fishing for the right answers, Teacher, 42 - 43. Berry, A., & Keast. S. (November, 2008). The tangles of teaching, Teacher, 40 - 41. Berry, A., & Keast. S. (October, 2008). Salt and purpose, Teacher, 38 - 39. Berry, A., & Keast. S. (September, 2008). Reframing Practice, Teacher, 39 - 41. Berry, A., & Keast. S. (August, 2008). Confronting your demons, Teacher, 50 -51. Berry, A., & Keast. S. (June/July, 2008). Risky business, Teacher, 40 - 41. Berry, A., & Keast. S. (May, 2008). A double bonus, Teacher, 33 - 39. Berry, A., & Keast. S. (April, 2008). Reflect and learn, Teacher, 36 - 37. Research Reports Mitchell, I. J., Parr, G. B., Berry, A. K., Mitchell, J. (2004). Principles of learning and teaching P-12: background paper. In A background paper for the Department of Education and Training (DE&T), Faculty of Education, Monash University. Parr, G. B, Mitchell, I. J, Berry, A. K. (2004). Steering, rowing, or swimming with the tide: tensions in Victorian secondary school education, In Loughran J. & Doecke B. (Eds.) Environmental scan of learning and teaching: a report for the department of education and training, Vol 2. Faculty of Education, Monash University. Loughran, J.J., Berry, A., & Mulhall, P. (2003). Attempting to Capture and Portray Science Teachers’ Pedagogical Content Knowledge: The Circulatory System. (i - iii, 1 - 45). Melbourne: Monash University, Faculty of Education. Membership of Editorial Boards Associate Editor: Studying Teacher Education Associate Editor: Teachers and Teaching: Theory and Practice Reviewer International Journal of Science Education Research in Science Education Membership of Professional Associations American Educational Research Association (AERA) International Study Association of Teachers and Teaching (ISATT) Berry, A. K. Publications 2003 – 2009.

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National Association for Research in Science Teaching (NARST) European Science Education Research Association (ESERA) Australasian Science Education Research Association (ASERA) British Educational Research Association (BERA) Australian Science Teachers Association (ASTA) Victorian Biology Teachers’ Network Science Teachers Association of Victoria (STAV)


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