Gabrielle Zolezzi is a classroom teacher with experience working in both the public and private sectors of education. In her first six years of teaching, she has moved between full-time classroom teacher roles to positions on her school executive, shaping her holistic view and understanding of our education systems. Gabrielle has led, designed, and implemented whole-school programs focused on encouraging agile thinking and 21st century skill development and is the current recipient of a grant to research further into this area.
Beames, J. R., Christensen, H., & Werner-Seidler, A. (2021). School teachers: the forgotten frontline workers of Covid-19. Australasian Psychiatry, 29(4), 420-422.
Dabrowski, A. (2020). Teacher wellbeing during a pandemic: Surviving or thriving? Social Education Research, 2, 35-40, 10.37256/ser.212021588
Heffernan, A., Longmuir, F., Bright, D., & Kim, M. (2019). Perceptions of teachers and teaching in Australia. Monash University. Monash University. https://www.monash.edu/thank-yourteacher/docs/Perceptions-of-Teachers-and-Teaching-in-Australia-report-Nov-2019.pdf
Hunter, J. (2021). High Possibility Classrooms: Integrated STEM learning in research and practice. New York: Routledge.
Keller-Schneider, M., Zhong, H. F., & Yeung, A. S. (2020). Competence and challenge in professional development: teacher perceptions at different stages of career. Journal of Education for Teaching, 46(1), 36-54.
Morrison, A., Rigney, L. I., Hattam, R., & Diplock, A. (2019). Toward an Australian culturally responsive pedagogy: A narrative review of the literature. University of South Australia.
Associate Professor Don Carter and Associate Professor Jane Hunter, members of the Life-wide Learning and Education Research Group in the Faculty of Arts & Social Sciences at the University of Technology Sydney.
William Verity from Verity Media.
Made on Gadigal Country of the Eora Nation, with respect to Elders past, present and emerging.
