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Who is the teacher or mentor who made a difference to your life? And what does it really take to make a difference to someone else's? As we approach World Teachers’ Day 2026 on October the 30th, Talking Teaching celebrates the remarkable influence of teachers and the relationships that shape our profession. Host Dr Sophie Specjal is joined by Dr Amanda Samson, Lecturer at the University of Melbourne's Faculty of Education, and Hayley Dureau, Assistant Principal at Mentone Girls’ Secondary College and doctoral researcher at the University of Melbourne. Together, they explore the power of mentoring, from the small moments of encouragement that stay with us for a lifetime to the responsibility of nurturing the next generation of teachers. But mentoring is about more than generosity and good intentions. Who gets to decide what makes a great teacher? How might unconscious bias influence who feels welcomed, supported and encouraged to succeed? And what happens when mentors move beyond offering guidance to actively creating opportunities for others? Drawing on research, professional experience and personal stories, Sophie, Amanda and Hayley explore: The mentors who shape us: Why the people who believe in us can influence our lives and careers long after the moment has passed. Unconscious gatekeeping: How our assumptions about what makes a 'good teacher' can unintentionally limit opportunities and diversity. Mentoring, coaching and sponsorship: The importance of knowing when to guide, challenge, encourage and open doors. The power of small moments: Why listening, noticing and making time for someone can be transformative. Preparing future teachers: How schools and universities can work together to support teacher candidates, early career teachers and future leaders. Mentoring in practice: What mentors, mentees and school leaders can do to build stronger, more intentional and reciprocal relationships. This conversation is both a celebration of teachers and an invitation to reflect on our collective responsibility for the future of education. One question to take away: Who made a difference to you, and have you ever told them? This World Teachers’ Day, reach out to a teacher, mentor or colleague who helped shape your journey. A simple thank you might mean more than you realise. Explore the research and resources Talking Teaching | University of Melbourne, Faculty of Education https://education.unimelb.edu.au/talking-teaching Becoming a Mentor Teacher | Faculty of Education https://education.unimelb.edu.au/community/mteach-partnership-schoolsandcentres/become-a-mentor-teacher Strong Beginnings | Preparing future teachers https://education.unimelb.edu.au/news-and-events/news/2026/strong-beginnings-grant-to-strengthen-teacher-readiness-and-classroom-practice UniConnected | Connecting students, schools and opportunities https://education.unimelb.edu.au/community/uniconnected Talking Teaching brings together research, policy and practice through conversations with leading educators, researchers and thinkers shaping the future of education. Listen, follow and share the conversation. #TalkingTeaching #WorldTeachersDay2026 #Mentoring #TeacherEducation #EducationResearch #TeacherLeadership #ProfessionalLearning #UniversityOfMelbourne

If we could reinvent schools, where would we begin? In Episode 5 of Talking Teaching, The University of Melbourne's Host, Dr Sophie Specjal welcomes Professor Sharon Goldfeld and Professor Jon Quach for a conversation about rethinking schools and the connections between children’s learning, health and wellbeing. Bringing perspectives from research, education and child health, this conversation invites us to reconsider what schools can be and how we support them to fulfil that promise. As the phased rollout of Thriving Kids begins, these questions have particular relevance. The episode offers a broader lens on early support, collaboration and the systems surrounding children and families. Professor Sharon Goldfeld AM is a developmental paediatrician and public health researcher and Director of the Centre for Community Child Health, a department of The Royal Children’s Hospital and a research group of the Murdoch Children’s Research Institute. Her work brings together child development, health, education, equity and the translation of evidence into policy and systems. A central thread in Sharon’s work is the importance of the early years and how children’s experiences before school and during the first years of schooling shape later learning, engagement, health and life trajectories. Professor Jon Quach is based in the Faculty of Education at the University of Melbourne and is affiliated with Population Health at the Murdoch Children’s Research Institute. His research focuses on evidence-informed systems and interventions that support student mental health, wellbeing, engagement and learning, including the Mental Health in Primary Schools (MHiPS) initiative and work connecting schools with families, services and communities. His work also examines how experiences and supports across childhood, including the early and primary years, can influence longer-term learning and wellbeing. This episode deliberately continues the 2023 Talking Teaching episode Reinventing Schools: Elevating Student Learning, Wellbeing and Health. The original episode began with educators Erin Brass and Karlie Price describing MHiPS in practice, before Sharon and Jon explored the larger Reinventing Australian Schools provocation: what might schools become if learning, health and wellbeing were understood as interconnected parts of a child’s development rather than separate priorities? Early years were also central to that discussion. Sharon stressed that what happens before school matters, that the transition into school should not be treated as an artificial divide, and that the first years of schooling are especially important for brain development, learning and engagement. This episode returns explicitly to that continuum, from early childhood into school, and asks what newer evidence tells us about prevention, early support, and changing trajectories before disengagement or difficulty becomes entrenched. This engaging conversation draws on what has been learned through MHiPS at scale, newer work on student voice, engagement and disengagement, Child and Family Hubs, Getting it Right, school lunches and integrated supports. It also makes one concise connection to the recent conversation Talking Teaching host, Dr Sophie Specjal had with Professor Frank Oberklaid and Associate Professor Matt Harrison about Thriving Kids, prevention, neurodiversity and earlier support. More information and useful links are available via this ⁠⁠⁠⁠link⁠⁠⁠⁠ on our Faculty of Education , Talking Teaching Web Page, where all listeners can access free resources discussed in this episode and insight into events and research at the Faculty of Education. We would love to hear your feedback on the series, send your questions, comments or suggestions for future episodes contact host ⁠⁠Dr Sophie Specjal⁠⁠ [email protected]. Reach out to Sophie, she would love to hear from you. This podcast is produced by the ⁠Faculty of Education⁠, University of Melbourne.

In this timely episode, host Dr Sophie Specjal is joined by Professor Frank Oberklaid AM and Associate Professor Matt Harrison to examine one of the most significant changes to Australia’s approach to supporting young children and their families. The staged national rollout of the Australian Government’s Thriving Kids initiative is due to begin on 1 October 2026, with the program expected to reach full scale by January 2028. Professor Oberklaid brings exceptional insight to this conversation as Co-Chair of the Thriving Kids Advisory Group, which produced the national report and recommendations informing the initiative. This work seeks to establish a more consistent national approach to identifying developmental and behavioural concerns in children from birth to eight years of age and to create earlier, more accessible pathways to support. Frank’s contribution to Thriving Kids reflects decades of leadership at the intersection of clinical practice, research, education and public policy. He was the Foundation Director of the Centre for Community Child Health at The Royal Children’s Hospital Melbourne for more than 25 years and is now Co-Group Leader of Child Health Policy, Equity and Translation at the Murdoch Children’s Research Institute. The Centre itself sits at a powerful intersection: it is both a department of The Royal Children’s Hospital and a research group within the Murdoch Children’s Research Institute. This connection enables knowledge drawn from children, families and clinical practice to inform research, while research evidence is translated into policy, services and practical supports. Frank’s career has been central to building this bridge, from understanding children’s developmental and behavioural needs to shaping systems that emphasise prevention, early intervention, equity and support within the everyday settings where children live and learn. Frank also leads the Mental Health in Primary Schools initiative, further demonstrating how his work connects child health research with the practical realities of schools and educators. His involvement gives this discussion particular significance: he brings not only an intimate understanding of the Thriving Kids policy, but decades of experience translating evidence into large-scale change for children and families. Associate Professor Matt Harrison joins Sophie to explore how this policy relates to neurodiversity and to his own work in this field. Together, they consider the important questions the initiative raises, its potential implications for children, families, educators and schools, and the possibilities it creates for more inclusive and responsive systems of support. Frank, Matt and Sophie examine the shift from reactive, diagnosis-led intervention towards prevention, early identification and accessible foundational supports. They discuss neurodiversity, identity and belonging; the risks of defining children primarily through diagnoses or perceived deficits; and the importance of recognising each child’s individual strengths, needs and developmental context. Grounded in research, policy expertise and practical insight, this episode does not seek to provide simple answers. Instead, it opens an important conversation about the questions, implications and possibilities surrounding Thriving Kids, and what will be required to translate the policy’s ambition into meaningful support for children and families. Please like and subscribe so that all episodes come directly to you. Contact Host Dr Sophie Specjal and access brilliant resources related to this episode and resources from all other episodes, which are all available for you to listen to on all podcast platforms, on the University of Melbourne's Faculty of Education https://education.unimelb.edu.au/talking-teaching Thank you for listening across the 135+ countries where Talking Teaching is now being heard. We would love your feedback and to keep connecting with you. Keep Teaching and Keep Talking!

Education carries a promise: that every student has the opportunity to learn, progress, belong and thrive. But what does it take to deliver on that promise, from the decisions made in a classroom to those shaping education across Australia? In this episode of Talking Teaching, University of Melbourne host Dr Sophie Specjal PhD speaks with Stephen Gniel, CEO of the Australian Curriculum, Assessment and Reporting Authority (ACARA), about a remarkable career and lifelong commitment to education spanning more than three decades, from classroom teacher and school principal to system, state and national leadership. At the heart of the conversation is a fundamental question: what is education for, and what do we truly want for every student in Australia? Stephen reflects on the people, experiences and opportunities that have shaped his thinking and leadership, and why, despite the changing scale of his responsibility, he remains deeply connected to his identity as a teacher and to the promise educators make to the children and young people they serve. The conversation explores the powerful intersection of research, policy and practice, and what it means to translate evidence and educational purpose into curriculum, assessment, reporting and decisions that ultimately affect students, teachers, schools and communities. It also considers the importance of remaining connected to classrooms as leadership moves further into systems and policy. Behind every curriculum decision, assessment program, policy and data point is a student and the educators working alongside them. Stephen extends that commitment across the entire education profession by reflecting on the vital role of higher education and initial teacher education in preparing the next generation of teachers, and the importance of strong connections between universities, research, schools, systems and the profession. Preparing teachers well and supporting them to continue learning throughout their careers is fundamental to delivering on our promise to students. Stephen’s journey highlights the many pathways available within education and the extraordinary reach an educator can have across a lifetime. From initial teacher education and classroom practice to school, system and national leadership, the scale of influence may change, but the purpose can remain constant: creating the conditions in which every child can flourish. Above all, this episode is both a celebration of Stephen Gniel’s extraordinary lifelong contribution to Australian education and a celebration of the profession itself. From teacher to principal, educational leader means It is a story of possibility, purpose, service and impact and of a promise to children that has remained constant throughout a lifetime in education. The episode invites educators, researchers, teacher educators, school and system leaders, policymakers, parents and communities to consider not only what education is today, but what it could be and what each of us must continue to learn, question and improve if we are to fulfil the promise we make to every student. ACARA website — www.acara.edu.au Australian Curriculum — www.australiancurriculum.edu.au National Assessment Program, including NAPLAN — www.nap.edu.au My School — https://myschool.edu.au ACARA Data Reporting — www.acara.edu.au/reporting ACARA Update — https://acaracommunications.acara.edu.au/subscribe Stephen Gniel on LinkedIn — www.linkedin.com/in/stephen-gniel ACARA on LinkedIn — http://www.linkedin.com/company/668120 Talking Teaching is a podcast brought to you by the Faculty of Education at the University of Melbourne, bringing together leading educators, researchers, policymakers and practitioners to explore the ideas, evidence and experiences shaping education today and into the future. Discover more from the Faculty of Education and explore previous episodes of Talking Teaching through the University of Melbourne. Subscribe now, so all episodes come directly to you.

In this episode of Talking Teaching, host Dr Sophie Specjal is joined by Professor Therese N. Hopfenbeck, Director of the Assessment and Evaluation Research Centre at the University of Melbourne and Chair of the PISA 2029 Questionnaire Framework Group. Across a rich and wide-ranging conversation, Sophie and Therese explore what assessment is really for, what student voice can tell us that traditional measures cannot, and how artificial intelligence is challenging educators to rethink what it means to know, learn and demonstrate understanding. Drawing on Therese’s extraordinary international career across Norway, England, the United States and Australia, the conversation moves from classrooms and formative assessment to large-scale studies, PISA, perception data, feedback, educational equity and the future of AI in learning. Therese reflects on why understanding the specific learner matters; why students’ experiences of belonging, motivation, teaching and assessment must be heard; and why data should be used not simply to rank or compare, but to identify where learners may be vulnerable and where systems can improve. The conversation also asks some urgent questions for education: What does good assessment look like when AI is part of the learning environment?How do we know whether students are genuinely learning?What should count as evidence of understanding?How can AI support learning without replacing human expertise?Why do student perceptions, belonging and motivation matter?What can large-scale studies such as PISA tell us — and what can’t they tell us?Why is context so important when borrowing educational ideas across countries?How must assessment tasks change when students can work with generative AI?And why might teachers and human relationships become more important than ever?This is a conversation about curiosity, evidence, humility, and possibility, and about asking better questions as we shape the future of learning. Therese and Sophie discuss assessment for learning and formative assessment; student voice and perception data; PISA and international large-scale studies; AI literacy and PISA 2029; teachers’ use of AI in classrooms; human expertise in evaluating AI outputs; feedback and classroom dialogue; changing assessment tasks in the age of generative AI; global comparisons and policy borrowing; educational equity and vulnerable learner groups; belonging and motivation; longitudinal data; research–practice partnerships; the importance of student voice and perception data and the enduring importance of teachers. Professor Therese N. Hopfenbeck is Director of the Assessment and Evaluation Research Centre (AERC) in the Faculty of Education at the University of Melbourne. Her work has shaped international thinking across assessment, feedback, student learning, educational evaluation and large-scale studies. She has worked across Norway, the United Kingdom, the United States and Australia and is currently Chair of the PISA 2029 Questionnaire Framework Group, contributing to global thinking about student experiences, learning, wellbeing and future readiness. AI in the classroom: friend or foe? – Talking Teaching Rethinking Assessment Evidence in the Age of AI https://findanexpert.unimelb.edu.au/profile/1039679-sophie-specjal⁠https://www.linkedin.com/in/sophie-specjal-phd-36712091/https://findanexpert.unimelb.edu.au/profile/1014324-therese-n.-hopfenbeckhttps://www.linkedin.com/in/therese-n-hopfenbeck-7627a8b/https://scholar.google.com/citations?user=SyO61r0AAAAJ&hl=en

Episode 1, Season 10 of Talking Teaching begins with a powerful conversation about one of education's most important challenges: creating schools where every student feels safe, connected, valued, and ready to learn. Host of Talking Teaching, Sophie Specjal PhD is joined by Tom Brunzell, PhD (University of Melbourne) and Bryan Field (Principal, Monterey Secondary College) to explore how schools can move beyond reactive approaches to behaviour and towards relationship-centred practices that strengthen belonging, engagement, wellbeing, and achievement through Trauma-Informed Strengths-Based Education. Drawing on decades of research, leadership experience, and whole-school transformation, Tom and Bryan unpack what trauma-informed education really means, why belonging matters so deeply for learning, and how educators can create environments where both students and staff flourish. This episode highlights how schools can create the conditions for students to feel seen, supported, challenged, and capable, while building cultures that can transform school engagement. Whether you're a teacher, school leader, system leader, researcher, parent, or policymaker, this conversation offers practical insights and hopeful possibilities for the future of education. Access more resources and show notes and show notes on the Faculty Wepage: https://education.unimelb.edu.au/talking-teaching Our Guests: Associate Professor Tom Brunzell, PhD Associate Professor Tom Brunzell is an educator, researcher, and educational leader in the Faculty of Education at the University of Melbourne. His work focuses on trauma-informed education, wellbeing sciences, educational leadership, equity, belonging, engagement, and strengths-based approaches to teaching and learning. Tom has worked extensively with schools, education systems, and community organisations across Australia and internationally to support evidence-informed approaches that improve student wellbeing, engagement, belonging, and learning outcomes. He created the Berry Street Education Model and has contributed significantly to the development of trauma-informed educational practices in schools across Australia and internationally. His current research explores trauma-informed educational leadership, culturally responsive education, inclusion and disability-informed practice, educational equity, teacher wellbeing, and school transformation. Bryan Field Bryan Field is the Principal of Monterey Secondary College and a recognised educational leader in trauma-informed school improvement, educational equity, and school culture transformation and a Faculty of Education Alumni.  With more than fifteen years of experience across youth work, social care, intervention services, and education, Bryan has led significant whole-school improvement initiatives focused on belonging, relational safety, engagement, attendance, wellbeing, and achievement. Through the Frankston North Education Plan and the implementation of trauma-informed educational practices, Monterey Secondary College and its feeder primary schools have become recognised as a leading example of how research-informed approaches can be translated into sustainable school improvement and positive outcomes for students, staff, and communities. ADDITIONAL RESOURCES University of Melbourne Faculty of Education https://education.unimelb.edu.au Berry Street Education Model https://www.berrystreet.org.au/learning-and-resources/berry-street-education-model Frankston North Education Plan https://www.vic.gov.au/frankston-north-education-plan Master of Instructional Leadership https://study.unimelb.edu.au/find/courses/graduate/master-of-instructional-leadership/ Special thanks to the Faculty of Education and Professor Marek Tesar for their support of thought leadership and for shaping these essential discussions and leadership of impactful work at University of Melbourne . Thank you to the UoM Law Faculty for our new studio & Greta Robenstone & John McCarthy.

In this episode of Talking Teaching, host Dr Sophie Specjal explores the story of Hester Hornbrook Academy, a fee-free, Independent Special Assistance School (SAS School) in Victoria supporting young people aged 15–25 who have experienced significant barriers to education, including trauma, mental health challenges, family violence, housing instability, or prolonged disengagement from schooling.  The episode examines how learning and wellbeing are intentionally designed together to re-engage students and achieve successful outcomes and a sense of belonging.  Joining host Sophie Specjal are Sally Lasslett, Executive Principal, and Elida Brereton, board member and long-serving former principal. Together, they unpack what makes SAS schools like Hester Hornbrook distinctive: a healing-oriented approach to education, flexible learning environments shaped by student voice, and a multidisciplinary model that brings wellbeing and learning together without lowering expectations. The conversation explores the realities of re-engaging students who may not yet feel safe in “traditional” schooling, the importance of staff support and supervision in high-complexity settings, and why personalised learning plans and applied learning projects can provide a powerful bridge back to achievement. They also reflect on the sustained national growth of Special Assistance Schools in the diverse Independent School sector over the past decade, discussing why these models have expanded rapidly in response to increasing student complexity and disengagement, and what this means for the future of schooling in Australia.   More information and useful links are available via this ⁠⁠⁠⁠link⁠⁠⁠⁠.   Talking Teaching is available on ⁠Apple Podcasts⁠, ⁠Spotify⁠, or wherever you get your podcasts.   We’d love to hear your feedback on the series, send your questions, comments or suggestions for future episodes to ⁠[email protected]⁠ or contact host ⁠⁠Dr Sophie Specjal⁠⁠ [email protected]. Sophie would love to hear from you. This podcast is produced by the ⁠Faculty of Education⁠, University of Melbourne.

In this episode of Talking Teaching, our host Sophie Specjal sits down with Dr Jennifer Buckingham Dr Jennifer Buckingham to explore the critical intersection of reading, reasoning, and artificial intelligence in contemporary education. Drawing on decades of research and policy experience, Dr Buckingham explains why reading is far more than decoding words; it is foundational to comprehension, critical thinking, and lifelong learning. The discussion traces the evolution of reading instruction in Australia, highlighting the importance of systematic phonics and evidence-based practice in improving literacy outcomes.The conversation also turns to the challenges faced in secondary schooling when reading difficulties persist, the impact of screen-based reading on comprehension, and what the rise of AI means for literacy, learning, and thinking. Throughout, Sophie and Jennifer discuss the enduring importance of fostering a love of reading, building strong teacher knowledge, and ensuring all students have the opportunity to become confident, capable readers, now and into the future.   More information and useful links are available via this ⁠⁠⁠⁠link⁠⁠⁠⁠.   Talking Teaching is available on ⁠Apple Podcasts⁠, ⁠Spotify⁠, or wherever you get your podcasts.   We’d love to hear your feedback on the series, send your questions, comments or suggestions for future episodes to ⁠[email protected]⁠ or contact host ⁠⁠Dr Sophie Specjal⁠⁠ [email protected]. Sophie would love to hear from you. This podcast is produced by the ⁠Faculty of Education⁠, University of Melbourne

What can Indigenous knowledge teach us about raising and educating children? Anishinaabe visiting scholar Professor Jan Hare, from the M’Chigeeng First Nation and Dean of the Faculty of Education at the University of British Columbia, joins host Dr Sophie Specjal to explore how Indigenous principles can guide the way we care for and teach children. Professor Hare shares stories such as The Three Sisters, highlights the role of ceremony and learning with the land, and invites educators to see young children as ‘gifts.’ She also reflects on how these perspectives could help shape policy reforms in Australia. https://education.unimelb.edu.au/talking-teaching

How do we measure what truly matters in education? Laureate Professor Emeritus John Hattie joins host Dr Sophie Specjal to reflect on five decades of research, leadership and global influence. From his pioneering work on Visible Learning to mentoring over 200 PhD students, Hattie explores the mentors, milestones and moments that defined his career, celebrates teacher expertise, and considers how schools can nurture curiosity and belonging. He also looks ahead to how AI may transform classrooms and learning.   More information and useful links are available via this ⁠link⁠.   Talking Teaching is available on Apple Podcasts, Spotify, or wherever you get your podcasts.   We’d love to hear your feedback on the series, send your questions, comments or suggestions for future episodes to [email protected] or contact host ⁠Dr Sophie Specjal⁠ [email protected]. Sophie would love to hear from you. This podcast is produced by the Faculty of Education, University of Melbourne.

To mark 50 years of NAIDOC Week, Talking Teaching celebrates this year’s theme, The Next Generation: Strength, Vision & Legacy, by spotlighting the work of Dr John Doolah, a proud Torres Strait Islander and Indigenous education lecturer at the University of Melbourne.   In conversation with host Dr Sophie Specjal, John reflects on his heritage, his research, and the enduring strength of Indigenous knowledge systems. He shares how Torres Strait Islander ways of knowing can be meaningfully embedded in classrooms through respectful collaboration and cultural understanding, not as an add-on, but as central to learning. This episode invites educators to reflect, learn, and take part in shaping a future that honours both the legacy of Elders and the vision of emerging Indigenous leaders.   Dr John Doolah is a proud Torres Strait Islander of Erubam le (Erub person) and Meriam le (Mer person) heritage. John belongs to the sager people of Mer and his Mer nosik (clan) division, is Samsep-Meriam. He is a lecturer in Indigenous Education at the University of Melbourne and a Ngarrngga post-doctoral fellow.   Click the episode link for more information and key resources.   Talking Teaching is available on Apple Podcasts, Spotify, or wherever you get your podcasts.   We’d love to hear your feedback on the series, send your questions, comments or suggestions for future episodes to [email protected].   This podcast is produced by the Faculty of Education, University of Melbourne.

How does language shape how we feel, relate, and learn? In this episode, host Dr. Sophie Specjal is joined by Professor Lindsay Oades, Dr Jacqui Francis and Lisa Baker to explore the emerging concept of Wellbeing Literacy; the capability to intentionally use language to foster wellbeing, including educational settings. Together, they unpack how language can be used not just to communicate, but to regulate emotions, build community, and support learning across all stages. From arts-based programs in the Goulburn Valley to play-based learning in early years, this conversation highlights the real-world potential of integrating Wellbeing Literacy into everyday educational practice.   Professor Lindsay Oades is the Deputy Dean of the Faculty of Education, Dr Jacqui Francis is a Lecturer at the Centre for Wellbeing Science and Lisa Baker is a Project Officer at the REEaCh Centre.   Click the episode link for more information and key resources.   Talking Teaching is available on Apple Podcasts, Spotify, or wherever you get your podcasts.   We’d love to hear your feedback on the series, send your questions, comments or suggestions for future episodes to [email protected].   This podcast is produced by the Faculty of Education, University of Melbourne.

What if learning isn’t just about what we know, but about who we become? Professor Guy Claxton joins Talking Teaching to unpack his fascinating journey through psychology and education, and discusses learning as a capacity, calling for a balance between explanation and exploration in teaching.   In this episode, Professor Claxton together with our host, Dr Sophie Specjal, unpacks his critique of oversimplified teaching models and the central ideas behind his new book, Bodies of Learning. Professor Claxton reflects on the importance of integrating explicit instruction with inquiry, and highlights the role of embodiment, including movement and gesture, in deepening student understanding.   Guy Claxton is an Emeritus Professor of the Learning Sciences at Winchester’s Centre for Real-World Learning and an Honorary Senior Research Fellow at the University of Bristol.   Click the episode link for more information and key resources.   Talking Teaching is available on Apple Podcasts, Spotify, or wherever you get your podcasts.   We’d love to hear your feedback on the series, send your questions, comments or suggestions for future episodes to [email protected].   This podcast is produced by the Faculty of Education, University of Melbourne.

As artificial intelligence becomes more integrated into schools, what does it mean for the way we plan lessons, support students, and teach mathematics?   Dr Sophie Specjal explores the evolving role of AI in education with Dr Scott Cameron, Dr Carmel Mesiti, and Mr Luke Clift. They discuss the use of tools like ChatGPT in lesson planning, the impact on teacher workload, and how AI might support, or hinder, student engagement. Drawing on research and classroom practice, the guests unpack the variability of AI-generated content, the need for critical reflection, and the ethical considerations of AI in schools. Dr Scott Cameron is a Lecturer in Mathematics Education at the Faculty of Education with an interest in using technology and AI to support teaching and learning. Dr Carmel Mesiti is a Senior Lecturer at the Faculty of Education and expert in mathematics pedagogies for both primary and secondary education. Mr Luke Clift is a practicing teacher at Kardinia International College, trialling AI in lesson planning and its use and impact in the classroom. More information and useful links are available via this ⁠link⁠. Talking Teaching is available on Apple Podcasts, Spotify, or wherever you get your podcasts.   We’d love to hear your feedback on the series, send your questions, comments or suggestions for future episodes to [email protected].   This podcast is produced by the Faculty of Education, University of Melbourne.

Renowned educator Professor Gert Biesta joins Talking Teaching to explore the deeper purpose of education beyond knowledge transfer.   In this episode, Professor Biesta reflects on his journey from post-war Rotterdam to his influential academic career and introduces his three key dimensions of learning: qualification, socialisation, and subjectification. Together, they discuss the role of teachers in fostering student agency, the importance of high expectations, and the idea of world-centred education in an age of complexity.   Gert Biesta is a Professor of Public Education in the ⁠Centre for Public Education and Pedagogy⁠, Maynooth University, and Professor of Educational Theory and Pedagogy at the ⁠Moray House School of Education and Sport⁠, University of Edinburgh. More information and useful links are available via this ⁠link⁠.  Talking Teaching is available on Apple Podcasts, Spotify, or wherever you get your podcasts.   We’d love to hear your feedback on the series, send your questions, comments or suggestions for future episodes to [email protected].   This podcast is produced by the Faculty of Education, University of Melbourne.