Past Grant & Award Winners

TES / ATEA Teacher Educator of the Year 2021

Awarded to: Dr Amanda Gutierrez – Australian Catholic University

ATEA Early Career Researcher Grant 2021

Awarded to: Dr Gemma Scarparolo – University of Western Australia

Teachers Mutual Bank / ATEA Teacher Educator of the Year 2020

Awarded to: Dr Noelene Weatherby-Fell – University of Wollongong 

ATEA Research Recognition Award for an Early Career Researcher 2020

Awarded to: Dr Christine Grove – Monash University 

Early Career Researcher Grant 2020

Awarded to: Dr Ellen Larsen – University of Southern Queensland 

Teachers Mutual Bank / ATEA Teacher Educator of the Year 2019

Dr Abbey MacDonald, University of Tasmania

Presented by Shauna Wood, Teacher’s Mutual Bank

ATEA Research Recognition Award for an Early Career Researcher 2019

Dr Megan Adams, Monash University

Early Career Researcher Grant 2019

Dr Min Hue Nguyen, Monash University

Fellow of the Australian Teacher Education Association

Professor Joce Nuttall, Australian Catholic University

Congratulations to our 2019 winners

Teachers Mutual Bank / ATEA Teacher Educator of the Year 2018

Dr Janet Currie (The University of Technology, Sydney)

Presented by Shauna Wood, Teacher’s Mutual Bank

ATEA Early Career Researcher Grant 2018

Dr Meera Varadharajan (University of Technology, Sydney)

Best Reviewer Award, 2018:
The best reviewer award is based on the number and quality of reviews provided by a reviewer over the course of the year.
The 2018 winner is: Angelina Ambrosetti, Central Queensland University

Best paper award, 2018:
Papers published in Volume 46 (2018) were eligible for the 2018 Best Paper Award (a total of 30 eligible papers). The criteria for the award were:

1. Originality: originality of contribution to knowledge in areas aligned with the journal’s aims and scope and originality/innovation in use of theoretical and methodological resources;
2. Quality of argument and argumentation;
3. Positioning and impact: Positioning of paper in existing international literature and evidence of potential impact; and,
4. Writing Style: accuracy, clarity and impact.

The 2018 Best Paper is awarded to:
Critical Service-learning: Promoting values orientation and enterprise skills in preservice teacher programs

Radha Iyer¹, Suzanne Carrington¹, Louise Mercer² and Gitta Selva¹
¹ Queensland University of Technology
² Australian Catholic University

ATEA Research Recognition Award for Early Career Researchers 2018

Dr Abbey McDonald (University of Tasmania)

ATEA Teacher Education Partnership Grant 2018 

Dr Linda Westphalen (University of Adelaide) and Jarrod Johnson (Pulteney Grammar, South Australia)

Project Title: Pre- and in-service teacher publication: Teacher–lecturer collaborative partnerships fostering professional development

Teacher Education Partnership Grant 2017

Two projects were selected in 2017

ATEA Early Career Researcher Grant 2017

No Award 2017

Best Paper Award, 2017:
The selection is based upon the most downloads as well as the contributions the paper makes
to addressing key issues and current priorities for the Asia-Pacific Journal of Teacher Education.
The winner is:
Settler grammars and the Australian professional standards for teachers
– Nikki Moodie & Rachel Patrick

Best Reviewer Award, 2017:
The best reviewer award is based on the number and quality of reviews provided by a reviewer
over the course of the year. The 2017 winner is:
Lexie Grudnoff, The University of Auckland

Teachers Mutual Bank / ATEA Teacher Educator of the Year 2016

Dr Jen Scott-Curwood (The University of Sydney)

Presented by Shauna Wood, Teacher’s Mutual Bank

Dr Jen Scott-Curwood is a Senior Lecturer in the Faculty of Education and Social Work at the University of Sydney where she has worked as a teacher educator since 2011. Prior to this she spent seven years as a high school English teacher and four years as a teacher educator in the United States.

Her award for the Teachers Mutual Bank/ATEA Teacher Educator of the Year is based on her design and implementation of collaborative, reflective, and digitally mediated practices within the English education program. Her application was strongly supported by evidence from students’ unit evaluations, award nominations, and personal communications as well as colleagues’ testimonials.

ATEA Early Career Researcher Grant 2016

Dr Renata Cinelli (Mentor Dr Mellita Jones) (Australian Catholic University, Melbourne)

Presented by Associate Prof Joce Nuttall, ATEA President

Project summary:

The project expands on an existing qualitative research project investigating the outcomes of an international teaching placement for undergraduate primary preservice teachers (PSTs) [in the Solomon Islands]. Specifically, the influence on PSTs’ personal and professional attributes; personal growth; cultural knowledge, competence and understanding will be explored; as well as the host in-service Indigenous teachers’ experiences of the benefits of the programme and ways in which it could be improved will be sought. […]

The proposed project seeks to investigate the influence of the programme on pre-service and in-service teachers through responses to an open-ended questionnaire and follow-up round table focus group interview with 2016-2018 PST participants; and semi-structured interviews with the Indigenous staff of the schools involved. Federal government mobility funding has been secured from the New Colombo Scheme to increase the accessibility of the program to enable the increased number of PSTs to participate by subsidising places.

Best Paper Award, 2016:
This year, the award will be given to the authors of two papers. The selection is based upon
contributions both papers make to addressing key issues and current priorities for the Asia-
Pacific Journal of Teacher Education. The winners are:
Anthony McKnight: Preservice Teachers’ Learning with Yuin Country: Becoming Respectful
Teachers in Aboriginal Education.
and
Ninetta Santoro & Aileen Kennedy How is cultural diversity positioned in teacher professional
standards?: an international analysis

Best Reviewer Award, 2016:
Trevor Mutton, Oxford University

APJTE Journal Award for Best Reviewer 2015
Jo-Anne Reid and Maureen Robinson both completed 5 reviews for the Journal between Jan to
Dec 2015

Best Paper Award, 2015
“Using Vygotsky’s zone of proximal development to propose and test an explanatory model for
conceptualising co-teaching in pre-service science teacher education” by Colette
Murphy, Kathryn Scantlebury & Catherine Milne from 43/4 which had 522 FTDs in 2015 (and
another 400 or so since then).