Dr Frances Langdon
PhD, MEd, MEdStud, BA,
Frances Langdon is an academic in the School of Learning Development and Professional Development. She was Head of School from 2006-2011. Her research and teaching is in the field of professional learning and development with a particular interest in early career learning, induction and mentoring and the development of professional expertise. She was the principal investigator of the NZTC National Primary and Intermediate Induction and Mentoring Pilot (2009-2011). Currently she leads the Leading Learning in Induction and Mentoring project at the University of Auckland. This project includes a New Zealand national longitudinal study into comprehensive induction and mentoring - an investigation of teacher learning and development in secondary, intermediate, primary and early childcare education settings. Frances also worked as a school principal, taught at primary and secondary levels and in special/inclusive education.
Previous professional experience
- Head of School Teaching, Learning& Development, Faculty of Education, University of Auckland
- Director of Primary Teacher Education Programmes, Auckland College of Education, University of Auckland
- Programme Leader, Graduate Diploma of Teaching (Primary), Auckland College of Education, University of Auckland
- Acting Head of Department, Health Education, Auckland College of Education
- Senior Lecturer/Lecturer, Health Studies, Auckland College of Education
- Principal, Glenburn School, West Auckland
- Senior Guidance Unit Teacher, Mangere
- Head Teacher, Mataora School
Research | Current
Teacher learning and professional development with a focus on:
- Beginning teacher induction
- Adaptive expertise
- The relationship between school culture, leadership and teacher learning/PD
- The assessment of beginning teachers
- Learning conversations
- I primarily use qualitative methodology, however I I have developed and administered a quantitative measure of effective beginning teacher induction and mentoring (comprehensive induction).
Teaching | Current
My teaching interests are in practitioner research, teacher learning and the development of professional expertise; induction and mentoring, inquiry, and leadership. I coordinate a postgraduate course EDPROFST 755, The Inquiring Teacher. I have taught and coordinated courses in the Master of Education, Graduate Diploma of Teaching (Primary) and BEd(Teaching) programme.
- Director/teacher of postgraduate courses: EDPROFST 755, The Inquiring Teacher, EDPROFST 769 Developing Professional Expertise
- Teaches in EDPROFST 763 New Teacher Development
- Supervisors in Master of Education and PhD programmes
- Has taught and coordinated courses in the:
- Graduate Diploma of Teaching (Primary)
- BEd (Teaching) programme
Principal investigator : Leading Learning in Induction and Mentoring project at the University of Auckland.
Course director: EDPROFST 755, The Inquiring Teacher, EDPROFST 769 Developing Professional Expertise, and EDPROFST 358 Refining Professional Practice
National teacher education monitor for University of Otago, Canterbury, Massey and the New Zealand Teachers Council
- Journal of Teaching and Teacher Education
- Journal of Professional Development in Education
- Journal of Teacher Development
- Cambridge Journal of Education
- Journal of Higher Education
- Journal of Leadership, Policy and Practice
Areas of expertise
Research and teaching in the field of teacher professional learning and development with a particular focus on early career learning, induction and mentoring in educational contexts.
- New Zealand Association of Educational Research
- British Educational Research Association
- American Educational Research Association
- Member of Faculty of Education and School of Learning Development and Professional Practice Committees
- Invited member of the International Advisory Board for the Journal of Professional Development in Education. (2014-
- Worked collaboratively with New Zealand Teachers’ Council as Principal Investigator on a National Pilot Programme on beginning teacher induction and mentoring (2009-2011)
- National teacher education programme monitor for: Graduate Diploma of Teaching (Primary), Massey University and theUniversity of Otago; and the Bachelor of Teaching and Learning, University of Canterbury
Selected publications and creative works (Research Outputs)
- Langdon, F. J., Alexander, P. A., Farquhar, S., Tesar, M., Courtney, M. G. R., & Palmer, M. (2016). Induction and mentoring in early childhood educational organizations: Embracing the complexity of teacher learning in contexts. Teaching and Teacher Education, 57, 150-160. 10.1016/j.tate.2016.03.016
Other University of Auckland co-authors: Marek Tesar, Sandy Farquhar
- Langdon, F., & Ward, L. (2015). Educative mentoring: a way forward. International Journal of Mentoring and Coaching in Education, 4 (4), 240-254. 10.1108/IJMCE-03-2015-0006
- Langdon, F. J., Alexander, P. A., Ryde, A., & Baggetta, P. (2014). A national survey of induction and mentoring: How it is perceived within communities of practice. Teaching and Teacher Education, 44, 92-105. 10.1016/j.tate.2014.08.004
- Langdon, F. J. (2014). Evidence of mentor learning and development: an analysis of New Zealand mentor/mentee professional conversations. Professional Development in Education, 40 (1), 36-55. 10.1080/19415257.2013.833131
- Langdon, F. J., & Ward, L. (2014). Educative mentoring: From policy to practice. Journal of Educational Leadership, Policy and Practice, 29 (1), 28-40. Related URL.
- Langdon, F. J., Alexander, P. A., Dinsmore, D. L., & Ryde, A. (2012). Uncovering perceptions of the induction and mentoring experience: developing a measure that works. Teacher Development, 16 (3), 399-414. 10.1080/13664530.2012.722328
- Langdon, F. J. (2011). Lifting teacher quality? Factors affecting early career assessment. Paper presented at British Education Research Association (BERA), London Institute of Education, UK. 7 September - 10 September 2011.
- Langdon, F. (2011). Shifting perception and practice: New Zealand beginning teacher induction and mentoring as a pathway to expertise. Professional Development in Education, 37 (2), 241-258. 10.1080/19415257.2010.509658