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Dawn taught science and biology students at Henderson High School and Selwyn College before a short stint in the Advisory services. She has taught at the Faculty of Education since 1991, contributing across the sectors in Early Childhood, Primary and Secondary in the Centre for Science Education. Dawn is an advocate of teachers having strong science knowledge in order to engage students in this subject. She appreciates the trials and tribulations of combining career, Board of Trustees responsibilities, keeping healthy and parenting. Good time management seems to be the answer to maintaining a balance.
Principal Lecturer in Teacher Education
- PhD (Monash) MSc Sci Ed (Curtin) BSc (Auckland) DipTch
Research and professional interests
The title of her doctoral thesis is Science education: Fostering confidence and competence. It is an action research based self-study of teacher education practices. Her research interest continues to be in enhancing student teachers' confidence and competence in science through improving her own practices.
Her current research foci are related to learning more about the complexities and challenges of teacher education. She is currently writing about the effectiveness of peer-teaching and team-teaching as a way to help student teachers learn about teaching. Dawn works collaboratively with a number of different research partners based locally and internationally.
Publications
Garbett, D. (in press) Assignments as a pedagogical tool in learning to teach science: A case study. Journal of Early Childhood Teacher Education.
Tynan, B., & Garbett, D. (in press) Negotiating the university research culture: Collaborative voices of new academics. Research Development in Higher Education.
Garbett, D., & Tynan, B. (2007). Storytelling as a means of reflecting on the lived experience of making curriculum in teacher education. Australian Journal of Early Childhood, 32(1), 45-51.
Tynan, B. R., = Garbett, D. L. (2006). Would we, could we, did we collaborate? Mutuality and respect. Media-Culture Journal, 2(9) http://journal.media-culture.org.au/
Garbett, D., & Tynan-Yourn B. (2004). Telling stories of our collaborative practice. Academic Exchange Quarterly, 8(3) http://rapidintellect.com/AEQweb/fall2004.htm
Garbett, D., & Yourn, B. (2004). Preliminary findings: Early childhood student teachers’ perception of their confidence and competence. Journal of Early Childhood Teacher Education, 25, 67-74.
Yourn, B., & Garbett, D. (2004). Bridging practices: A case study in preservice teacher education. Walking to different beats: Good practice and innovation in Higher Education. pp. 77-88. Palmerston North: Dunmore Press
Garbett, D. (2003). Science education in early childhood teacher education: Putting forward a case to enhance student teachers’ confidence and competence. Research in Science Education, 33(4), 467-481.
Garbett, D., & Yourn, B. (2003). Collaborative research: If we had the time to do it all again, tell me… would we, could we? Research Development in Higher Education, 26, 223-230.
Garbett, D., & Yourn, B. (2002). Student teacher knowledge: Knowing and understanding subject matter in the New Zealand context. Australian Journal of Early Childhood, 27(3), 1-6.
Yourn, B., Garbett, D., & de Lautour, N. (2002). A project approach case study: Blending theory and practice. Research Development in Higher Education, 25, 745-752.
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Tynan, B., & Garbett, D. (in press) Negotiating the university research culture: Collaborative voices of new academics. Research Development in Higher Education.
Garbett, D., & Tynan, B. (2007). Storytelling as a means of reflecting on the lived experience of making curriculum in teacher education. Australian Journal of Early Childhood, 32(1), 45-51.
Tynan, B. R., = Garbett, D. L. (2006). Would we, could we, did we collaborate? Mutuality and respect. Media-Culture Journal, 2(9) http://journal.media-culture.org.au/
Garbett, D., & Tynan-Yourn B. (2004). Telling stories of our collaborative practice. Academic Exchange Quarterly, 8(3) http://rapidintellect.com/AEQweb/fall2004.htm
Garbett, D., & Yourn, B. (2004). Preliminary findings: Early childhood student teachers’ perception of their confidence and competence. Journal of Early Childhood Teacher Education, 25, 67-74.
Yourn, B., & Garbett, D. (2004). Bridging practices: A case study in preservice teacher education. Walking to different beats: Good practice and innovation in Higher Education. pp. 77-88. Palmerston North: Dunmore Press
Garbett, D. (2003). Science education in early childhood teacher education: Putting forward a case to enhance student teachers’ confidence and competence. Research in Science Education, 33(4), 467-481.
Garbett, D., & Yourn, B. (2003). Collaborative research: If we had the time to do it all again, tell me… would we, could we? Research Development in Higher Education, 26, 223-230.
Garbett, D., & Yourn, B. (2002). Student teacher knowledge: Knowing and understanding subject matter in the New Zealand context. Australian Journal of Early Childhood, 27(3), 1-6.
Yourn, B., Garbett, D., & de Lautour, N. (2002). A project approach case study: Blending theory and practice. Research Development in Higher Education, 25, 745-752.
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