Teacher Professional Learning



Mockler, N. & Groundwater-Smith, S. (2015). Engaging with Student Voice: Beyond Legitimation and Guardianship. Dordrecht: Springer.

Groundwater-Smith, S., Mitchell, J., Mockler, N., Ponte, P. & Ronnermann, K. (2013). Facilitating Practitioner Research: Developing Transformational Partnerships. London and New York: Routledge.

Mockler, N. & Sachs, J. (Eds) (2011). Rethinking Educational Practice Through Reflexive Inquiry: Essays in Honour of Susan Groundwater-Smith. Dordrecht: Springer.

Groundwater-Smith, S. & Mockler, N. (2009).  Teacher Professional Learning in an Age of Compliance: Mind the Gap. Dordrecht: Springer.

Mockler, N. (Ed.) (2006).  Local Research, Global Community: Action Research for a New Century.  Manchester: CARN.

Groundwater-Smith, S. & Mockler, N. (2003), Learning to Listen: Listening to Learn. Sydney: University of Sydney.

Journal Articles

Beveridge, L., Mockler, N., Gore, J. (2018). An Australian View of the Academic Partner Role in Schools. Educational Action Research. 26(1), pp.25-41.

Mockler, N. (2017). Classroom Ready Teachers? Some Reflections on Teacher Education in Australia in a Time of Compliance. Teacher Education and Practice, 30(2), pp. 335-339.

Groundwater-Smith, S., Mitchell, J. & Mockler, N. (2016). Praxis and the Language of Improvement. School Effectiveness and School Improvement. 27(1), pp.80-90.

Mockler, N. (2015). From surveillance to formation?  A generative approach to teacher ‘performance and development’ in Australian Schools. Australian Journal of Teacher Education. 40(9).

Mockler, N. & Groundwater-Smith, S. (2015). From Data Source to Co-Researchers? Tracing the Shift from ‘Student Voice’ to Student-Teacher Partnerships in Educational Action Research. Educational Action Research.

Mockler, N. & Groundwater-Smith, S. (2015). ‘Seeking for the Unwelcome Truths: Beyond Celebration in Inquiry-based Teacher Professional Learning’. Teachers and Teaching: Theory and Practice. 21(5), pp.603-614.

Mockler, N. (2014). ‘When ‘research ethics’ become ‘everyday ethics’: The intersection of research and practice in practitioner research’. Educational Action Research. 22(2), pp.146-158.

Mockler, N. (2013). ‘Teacher Professional Learning in a Neoliberal Age: Audit, Professionalism and Identity’, Australian Journal of Teacher Education: Vol. 38: Iss. 10, Article 3. 

Mockler, N. (2013). ‘The Slippery Slope to Efficiency: An Australian Perspective on School/University Partnerships for Teacher Professional Learning’. Cambridge Journal of Education. 43(3), pp.273-289.

Mockler, N. (2011). Beyond ‘What Works’: Understanding Teacher identity as a Practical and Political Tool. Teachers and Teaching: Theory and Practice.  17(5), pp. 517-528.

Mitchell, J., Hunter, J. & Mockler, N. (2010) ‘Connecting Classrooms in Rural Communities Through Interactive Whiteboards’. Australasian Journal of Educational Technology, 26 (4), pp.464-476.

Groundwater-Smith, S. & Mockler, N. (2007) ‘Ethics in Practitioner Research: An Issue of Quality’.  Research Papers in Education, 22 (9) pp.199-211.

Groundwater-Smith, S. & Mockler, N. (2006) ‘Research that Counts: Practitioner Research and the Academy’,  Review of Australian Research in Education, Volume 6, November 2006.

Mockler, N. (2005) ‘Transforming Teachers: New Professional Learning and Transformative Teacher Professionalism’, Journal of Inservice Education, 31(4).

Groundwater-Smith, S. & Mockler, N. (2002) ‘The Knowledge Building School:  From the Inside Out, From the Outside In’ Change: Transformations in Education 5(2) pp. 15-24

Book Chapters

Mockler, N. & Groundwater-Smith, S. (2017). Teacher Research: A Knowledge-Producing Profession? in P.J.Grootenboer, C.Edwards-Groves, S.Choy (Eds), Practice Theory Perspectives on Pedagogy and Education - Praxis, Diversity and Contestation. Singapore: Springer.

Mockler, N. & Casey, A. (2015). (In)sights from 40 years of practitioner action research in education: Perspectives from the US, UK and Australia. in L. Newman & C. Woodrow (Eds), Practitioner Research in Early Childhood: International Issues and Perspectives. Thousand Oaks, CA: Sage Publications.

Holmes, K. & Mockler, N. (2015). Ongoing Professional Learning, in M.Henderson & G.Romeo (Eds), Teaching and Digital Technologies. Cambridge: Cambridge University Press.

Groundwater-Smith, S. & Mockler, N.  (2012). ‘Sustaining Professional Learning Networks’, in C.Day (Ed.), International Handbook of Teacher and School Development.  London: Routledge.

Mockler, N. (2011). ‘Becoming and ‘Being’ a Teacher: Understanding Teacher Professional Identity’, in N.Mockler and J. Sachs (Eds). Rethinking Educational Practice Through Reflexive Inquiry: Essays in Honour of Susan Groundwater Smith. Dordrecht: Springer.

Mockler, N. and Sachs, J. (2011).  ‘Rethinking Educational Practice Through Reflexive Inquiry: An Introduction’,  in N.Mockler and J. Sachs (Eds). Rethinking Educational Practice Through Reflexive Inquiry: Essays in Honour of Susan Groundwater Smith. Dordrecht: Springer.

Elliott, G. & Mockler, N.  (2011).  ‘Practitioner Inquiry for Whole-school Change: Possibilities and Pitfalls’.  In R.Balogh (Ed.), ‘It’s difficult to work without it’: Action research at work in countering hegemonic education policies (Collaborative Action Research Bulletin). Nottingham: CARN/The University of Nottingham.

Mockler, N. & Groundwater-Smith, S. (2011).  ‘Weaving the Web of Professional Practice: The Coalition of Knowledge-Building Schools’, in R. Lingard, P. Thomson and T. Wright (Eds.), Changing Schools: Alternative Ways to Make a World of Difference.  Abingdon: Routledge.

Groundwater-Smith, S. & Mockler, N. (2010).  ‘Professional Learning Side by Side’, in A. Campbell and S. Groundwater-Smith (Eds.), Connecting Inquiry and Professional Learning in Education: Joining the Dots.  Abingdon: Routledge.

Groundwater-Smith, S. & Mockler, N. (2008).  ‘Ethics in Practitioner Research: An Issue of Quality’, in J. Furlong & A. Oancea (Eds.), Assessing Quality in Applied and Practice-Based Research in Education.  Abingdon: Routledge.

Mockler, N. (2007). ‘Ethics in Practitioner Research: Dilemmas from the Field’, in A. Campbell & S. Groundwater-Smith (Eds.) An Ethical Approach to Practitioner Research.  Abingdon: Routledge.

Mockler, N. (2002) ‘Making Teacher Learning Count’ in Kroath, F. & Trafford, V. A Conference Tells its Story Chelmsford: Early Brave Publications

My work on teacher professional learning relates primarily to inquiry-based teacher professional learning, including action research, practitioner inquiry and other forms of authentic evidence-informed practice, and I have been writing in this field for almost 15 years. I am increasingly interested in the ways that teachers are using data and research evidence to inform their practice, especially given the current proliferation of educational data.