From the Editor

In my role as Editor, it is always exciting to talk with colleagues and recognise and amplify the excellent work they are doing.

This year, our focus falls on the College’s Strategic Pillar, Academic Intelligence, and brings together seven articles illustrating facets of educational research and practice. The articles reflect diversity of interest and approach, but at their core, represent curious mindsets and a drive for innovation and improvement through scholarly outlooks.

Pymble’s strategy around Academic Intelligence is to generate ‘knowledge for a better world’ within our students. We aim to inspire students to explore what matters to them and see themselves in futures they may not have imagined. This is where curiosity is a vital component in each girl. In developing the enduring virtues of intellectual tenacity and vibrant scholarship, we celebrate our staff who role model for our students ways to think critically, creatively and collaboratively, and ways to act with a commitment to action. The articles in this edition reflect educators’ own engagement in openended learning experiences and investment in their own learning. They represent some tangible steps towards thinking beyond the immediate and accepting the challenge to change the world for the better. In my role as Editor, it is always exciting to talk with colleagues and recognise and amplify the excellent work they are doing which, with just a little nudge, can be captured in an academic article. The process of writing is not simple; it requires planning, drafts, feedback and editing. This lengthy process takes the educator into spaces we typically don’t encounter in the busy, peoplefocused, high-energy day of the teacher. If my co-writers are anything like me, most of their academic writing is done in the evenings and on weekends when distractions can (sometimes) be reduced! This is sacred time!

For those completing PhDs, such as Ryan Stewart, who in this edition shares his work into researching First Nations histories, the work of living in worlds of teaching and scholarship represent two sides to education. As you’ll read in Ryan’s article, these sides come together to allow students and staff to benefit from his dedicated research. Three members of our Geography, Business and Economics Learning Area have contributed papers on topics they are actively teaching. Debra Owens, Liam Hume and Raymond Howells epitomise the teacher-researcher; critically aware of the need for new knowledge and applying this to their practice. Kerryl Howarth and Melissa McMahon, current and former staff members, respectively, are immersed in the world of professional development as leaders. They turn their gazes to exploring macro and micro issues in teacher professional development. The benefits of mentoring and global connections are apparent in Debbie Tarrant’s and Kate Brown’s reflection on participation in the Bright Field mentoring program. Kate Brown additionally writes about her expansive action research project into kindness which has been deepened through the lens of mentoring and through iterative cycles constantly informed and shaped by student interest. I also take a turn as author by stepping back to reflect on the research culture emerging at Pymble.

On behalf of the authors, we hope you enjoy this edition and feel inspired to spend time carving out your own inquiry or research space. Education for the future requires a diversity of views and a willingness to both share and listen. In this spirit, thanks go to our readers who are sharing in the endeavours of the Pymble Institute to drive thinking forward for a better world.

Dr Sarah Loch

PHD, MEDST, MTEACH, BA DIRECTOR – PYMBLE INSTITUTE