Associate Professor Lexie Barbara Grudnoff
PhD, MA(Hons), DipMan, DipEd
Lexie is a principal lecturer in the School of Learning, Development and Professional Practice and is currently the Deputy Dean (Teacher Education) for the Faculty of Education. She is a fully registered teacher with extensive teaching experience in primary, special education and tertiary settings.
Previous professional experience
I have been a teacher and senior teacher in primary, intermediate and special education settings, mostly in low decile areas. Since working in tertiary I have been a lecturer, principal lecturer and Head of School/Department. I have also undertaken a variety of teacher education related leadership roles through which I have gained a great deal of experience in the design, implementation and evaluation of initial teacher education programmes, and in internal and external quality assurance processes.
I was chair of the New Zealand Teachers Council (NZTC) subcommittee for the National Mentoring and Induction Project which oversaw four pilot programmes aimed at enhancing the learning and development of NZ early childhood, primary, secondary and Maori Medium beginning teachers. This work contributed to the publication of the Guidelines for Induction and Mentoring and Mentor Teachers (NZTC, 2011). I was also a member of the NZTC writing group for the development of the Registered Teacher Criteria (NZTC, 2010).
Research | Current
I have had a long-term research interest in initial teacher education and teacher professional learning and development. I am particularly interested in the role of practicum in the preparation of teachers; the process of transition and development novices undergo when starting to teach; and induction and mentoring. Over the last ten years I have been involved in a number of qualitative research projects.
I am part of several research projects looking at investigating how people learn in initial teacher education, in particular on practicum. I am a member of two TLRI funded projects: Learning to Be Assessment Capable Teachers project (PI Mary Hill); and Making Authentic and Trustworthy Practice-Based Judgements of Student Teachers’ Readiness to Teach project (PI Mavis Haigh). I am also involved in the Faculty of Education Reconceptualising Practicum project which currently involves working with 18 primary schools to find out how student professional learning in practice settings can be enhanced. I am a member of The University of Auckland and Boston College (USA) Rethinking Initial Teacher Education research collaboration. I am also centrally involved in the development and implementation of a Teacher Education Forum of Aotearoa New Zealand (TEFANZ) initiated national survey to measure graduating student teachers’ perceptions of their preparedness for teaching.
Teaching | Current
My teaching interests are in new teacher professional learning and development. I have worked extensively with new and experienced teachers in both undergraduate and postgraduate programmes. I co-ordinate a postgraduate course EDPROFST 763 New Teacher Development and co-teach on postgraduate courses related to practitioner research and induction and mentoring.
I have supervised 15 masters’ theses or dissertations and I am currently supervising two doctoral theses.
Professional Roles and Affiliations
- Elected member of the Board of New Zealand Council of Education Research (2011-2015)
- Chair of the Teacher Education Forum of Aotearoa New Zealand (TEFANZ). Member institutions include universities, polytechnic, waananga and private providers that offer degree-level initial teacher education
- Convenor of the 2010 TEFANZ Conference: Teacher Education Matters
- Member of the NZTC core group of teacher education monitors, and of the core group for initial teacher education programme approvals
- Member of the NZTC Appraisal Advisory Group
- Member of: American Educational Research Association; British Education Research Association; HERDSA
- Reviewer for: Asia-Pacific Journal of Teacher Education; Asia Pacific Journal of Education; Journal of Teaching and Teacher Education
I am the Chair of The University of Auckland Discipline Committee and have been a member of the University Senate.
- Chair of the Teacher Education Programmes Committee
- Member of Faculty Committees: Academic Programmes and Regulations; Education; Management; and Staffing
Selected publications and creative works (Research Outputs)
- Grudnoff, L., Haigh, M., & Mackisack, V. (2017). Re-envisaging and reinvigorating school–university practicum partnerships. Asia-Pacific Journal of Teacher Education, 45 (2), 180-193. 10.1080/1359866X.2016.1201043
Other University of Auckland co-authors: Mavis Haigh, Vivienne Mackisack
- Cochran-Smith, M., Ell, F., Grudnoff, L., Haigh, M., Hill, M., & Ludlow, L. (2016). Initial teacher education: What does it take to put equity at the center?. Teaching and Teacher Education, 57, 67-78. 10.1016/j.tate.2016.03.006
Other University of Auckland co-authors: Fiona Ell, Mavis Haigh, Mary Hill
- Ward, L., Grudnoff, A. B., Brooker, B., & Simpson, M. (2013). Teacher Preparation to proficiency and beyond: Exploring the landscape. Asia Pacific Journal of Education, 33 (1), 68-80. 10.1080/02188791.2012.751896
- Ell, F., Hill, M. F., & Grudnoff, L. (2012). Finding out more about teacher candidates prior knowledge. Asia Pacific Journal of Teacher Education, 40 (1), 55-65. 10.1080/1359866X.2011.643760
- Grudnoff, L. (2011). Rethinking the practicum: Limitations and possibilities. Asia-Pacific Journal of Teacher Education, 39 (3), 223-234. 10.1080/1359866X.2011.588308
- Williams, R., & Grudnoff, L. (2011). Making sense of reflection: A comparison of beginning and experienced teachers' perceptions of reflection for practice. Reflective Practice, 12 (3), 281-291. 10.1080/14623943.2011.571861
- Grudnoff, A. B. (2011). All’s well? New Zealand beginning teachers’ experience of induction provision in their first six months in school. Professional Development in Education, Online, 1-15. 10.1080/19415257.2011.636894
- Hill, M. F., Grudnoff, L., & Ell, F. (2011). Learning to think as an effective mathematics teacher: Teacher educator impacts on curriculum knowledge and learning to teach. Teachers and Curriculum, 12, 13-21.
Other University of Auckland co-authors: Mary Hill, Fiona Ell