- Research in Focus
- Modeling Undergraduates’ Selection of Course Modality
- Transformative Effects of Community-Engaged Research from the Faculty of Education
- New faculty research profiles
- Learning analytics for self-regulated learning: Frameworks, methods & future work
- Educating Ourselves in the Life of the Land – An SFU Biologist’s Journey
- Ten Faculty Members at Faculty of Education Awarded the SFU/SSHRC Institutional Grants
- Immersive Scientific Storytelling Through Virtual Reality
- Framing Friends of Simon: Building Community Partnership through a Film Project
- Researching with and not on Participants, Emergence and a Great Start to a Possible’s Slow Fuse 2020 Series
- Imagining a Posthuman Education with Dr. Nathalie Sinclair & Dr. Petra Mikulan
- An Inquiry into Interdisciplinary Collaboration
- A Modestly Immodest Proposal for Teacher Education and/or a Fantastic Proposal for Teacher Education?
- Writing and Research: Let the Research Hub Be Part of Your Graduate Journey
- SFU Educational Review Journal Reaches New Heights: Symposium, Editorial Board and DOAJ
- From the Lab to the Classroom: Team Behind Dialectical Map Encourages Critical Thinking Across Disciplines
- Reflections on an Exploration of Narrative Inquiry in a Public Seminar with Dr. Gary Barkhuizen
- Jacqueline Barreiro on Storytelling, Pedagogy, and Post Humanism
- Fanfare Review of Dr. Yaroslav Senyshyn's concerto CD with the Czech National Symphony Orchestra
- Exciting Collaboration on Evaluation as a Means of Community-Based Research and Engagement
- From a Grassroots Pilot Project to a Province-Wide Success: The Story behind YMCA’s Y Mind Program
- Digital Story Creation with Scribjab: An Innovative Interactive Display
- SFU Educational Review Journal Features Impressive Line-up of Publications
- Theater & Teaching - Possible's Slow Fuse Dialogue Series #2 with Kevin O’Neill
- Seminar with Dr. Michelle Pidgeon on Indigenous Education at the From the Ground Up Scholarship Series
- A Provocative Inaugural Session for the Possible's Slow Fuse Dialogue Series
- Q&A with Dr. Paula MacDowell on creating augmented reality (AR) experiences with students
- A Scientist and a Dancer Met in a Classroom…
- Learning Environments Research: Context Matters
- Writing New Chapters in Research and Teaching Journeys
- Mental Health Services Research: Working With/In Communities for Reconciliation–A Case of Rwanda
- Contact Us
- Faculty of Education
Sociology, Early Childhood Education, Health, Wellbeing
Writing New Chapters in Research and Teaching Journeys
By Jennifer Fane, Faculty Associate in the Professional Development Program
Engaging in teaching and research can take us on many journeys; sometimes personal, sometimes professional, sometimes geographical. In my case, it has been all three. My teaching journey began at SFU 12 years ago as a PDP student, and my passion for interdisciplinary research and teacher education is what has led me back. After teaching kindergarten in the lower mainland for five years and undertaking a MEd in Health Education at SFU, a passion for engaging in educational research and teacher education led me to make the move to Australia six years ago where I found a home at Flinders University as a Lecturer in Health and Early Childhood Education and a PhD candidate in the Discipline of Public Health.
The opportunity to engage in doctoral research alongside my journey in teaching education has been an exciting one. The synergies between my research into my practice as a teacher educator and my doctoral research into young children’s transition to school have profoundly shaped my understanding of education and the work of teachers.
My doctoral research seeks to redress the almost complete absences of young children’s voices and understandings of their own wellbeing, and how this impacts upon their transition to formal schooling (link). As co-constructing knowledge with young children is methodologically challenging, I have created and published a participatory visual research method using emoji to engage three-to-five year old children in the process of wellbeing research during an initial pilot study (link). The findings of the pilot study led to the design of a longitudinal study which investigated young children’s understandings and experiences of wellbeing across the transition to school.
My doctoral work and teaching journey continue to be framed by my work as a reflective teacher educator. I have had the opportunity to instigate and be involved in several research projects which sought to understand the challenges student teachers encounter when engaging in socially contextualised ways of thinking and teaching health education, physical education, and early childhood education, and how key considerations for how teacher educators can best support this work (link).
Excitingly, my doctoral research and work in teacher education from the past six years have culminated into the writing and subsequent publication of a book with my colleague, Dr Yarrow Andrew, at Flinders University. The book entitled The Sociology of Early Childhood: Young Children’s Lives and Worlds, published by Routledge, brings a new perspective to the field of early childhood education, offering insights into how children's diverse backgrounds shape their life chances, and how this impacts the work of teachers and educators. Co-writing this book has offered me the opportunity to synthesise my interdisciplinary knowledge of health and early childhood education with how educators can make very real and needed impacts on children’s life long health and wellbeing.
Returning to SFU this fall as a Faculty Associate in the Professional Development Program and joining the SFU’s educational research community has seen my personal, professional and geographical journey come full circle in many ways. I am happy to be ‘home’, and look forward to many new opportunities at SFU while completing my doctoral research.