Gregory S. C. Hine

Exploring Pre-service Teachers’ Self-perceptions of Mathematical Knowledge for Teaching

This research explored the self-perceptions of pre-service secondary mathematics teachers at one Australian university. Specifically, the researcher investigated the extent to which these teachers perceived their readiness to commence a full-time, secondary mathematics teaching position. The research relied principally on the use of a qualitative research instrument administered before and after participants undertook their major teaching practicum. Participant responses indicated varying degrees of readiness to teach secondary mathematics. An analysis of responses suggests three key findings: Pre-service teachers require further training in mathematical content; training in mathematics pedagogy; and the teaching practicum confirmed initial participant perceptions of teaching readiness.

Investigating the Development of Adolescent Leadership Potential: A Longitudinal Case Study

My doctoral research project explored the development of adolescent leadership potential within a secondary Catholic school in Perth, Western Australia. Previous research efforts that looked at adolescent leadership did so by examining the perspectives of adults and children using a “snapshot” approach, but the longitudinal design of this project was chosen intentionally to investigate how leadership developed over time. Located within the interpretive paradigm, a 3-year longitudinal case study framed the data collection process. Data were collected from the staff and students most closely involved in a school-based student leadership development program through the exercise of four qualitative research methods. The methods included conducting semi-structured interviews, performing an extensive document search (of published literature and written communication at the school), taking researcher field notes (both in and out of interviews), and regularly maintaining a reflective field journal. These methods helped the researcher inductively conceptualize how one school-based program contributed to the development of adolescent leadership potential of participating students.