Teacher Professional Learning

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 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.


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

Mockler, N. (2020). Teacher Professional Learning Under Audit:  Reconfiguring Practice in an Age of Standards. Professional Development in Education. Online First.

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 'Performance and Development' in Australian Schools. Australian Journal of Teacher Education. 40(9).

Groundwater-Smith, S. & Mockler, N. (2015). From Data Source to Co-Researchers: Tracing the Shift from Student Voice to Student-Teacher Partnerships in Educational Action Research. Educational Action Research. 24(2), pp.159-176.

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). : 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. (2019). Da vigilância à formação? Uma abordagem criativa ao “Desempenho e Desenvolvimento” dos professores nas escolas australianas, in M.A. Flores (Ed.) O trabalho e a vida dos professores: Um olhar nacional e internacional. Lisboa: Chiado Books.

Groundwater-Smith, S. & Mockler, N. (2019). Student voice work as an educative practice, in I.R.Berson, M.J.Berson & C.Gray (Eds), Participatory Methodologies to Elevate Children’s Voice and Agency. Charlotte, NC: Information Age Publishing.

Groundwater-Smith, S. & Mockler, N. (2018). Practitioner research in the company of others: Resistance in the face of normalising practice, in C.Edwards-Groves, P.Grootenboer and J. Wilkinson, Eds, Education in an Era of Schooling. Dordrecht: Springer.

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 is 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