Tania Aspland

Tania Aspland
  • Biography/ Background

    Career Overview

    Tania Aspland

    DipT (KPTC); BA (UQ); B Ed (UQ);

    M Ed (Deakin); PhD (UQ)

    Professor Tania Aspland has been employed in the university sector since 1980. During the past ten years she has focused her expertise around several areas of scholarship. These include: 

    ·         teacher education

    ·         postgraduate pedagogy

    ·         thesis supervision of international students

    ·         productive pedagogies in higher education

    ·         higher education curriculum studies

    ·         students of difference

    ·         curriculum leadership

    ·         professional development

    Tania Aspland is currently an Adjunct Professor in Teacher Education at the University of  Adelaide. She has been a leader in course development in teacher education for many years and is currently engaged in a number of research projects in higher education pedagogies in teacher education undergraduate and graduate courses. Tania Aspland has developed an international reputation for community capacity building in Papua New Guinea, Singapore, Hong Kong, The Philippines, and Vietnam. She has evidenced-based success with action learning as a project based learning strategy in developing countries. Tania Aspland is employed in off shore contexts in the field of curriculum development and curriculum evaluation and thesis supervision. She has also instigated new models of professional development within schools and universities, to support the process of curriculum development and leadership. 
    The building of a professional portfolio, the centrality of professional attributes, an investigative orientation to learning and a process of student self auditing are key innovations within teacher education that are central to the programs that
    Aspland has developed in collaboration with her colleagues, each taking on their own characterization within local contexts.

    Academic Qualifications

    1999   University of Queensland

    ·         Doctor of Philosophy  

    1992   Deakin University

    ·         Masters in Education (Curriculum Studies) 

    1983   University of Queensland

    ·         Bachelor of Arts   

    1978   University of Queensland

    ·         Bachelor of Education Studies

    1978   Brisbane College of Advanced Education (Mt Gravatt)


    ·         Certificate in Special Education (Resource Teaching) 


    1973   Kedron Park Teachers’ College, Brisbane

    ·         Diploma of Teaching  (Primary)

    Career History

    2013 -

    Adjunct Professor


    School of Educaton

    University of Adelaide 


    Professor and Head

    School of Education

    Faculty of Professions

    University of Adelaide

    2005-2009 - Foundation Professor in Education

    Head of School

    School of Science and Education

    Faculty of Science Health and Education

    University of the Sunshine Coast

    2004-2005 - Professor in Education

    School of Education

    Faculty of Community Services, Education and Social Science

    Edith Cowan University


    2001-2003 - Assistant to the Dean (Undergraduate Programs)

    Faculty of Education

    Queensland University of Technology


    1980- 2000     Senior Lecturer Level C (tenured)

     School of Learning and Professional Studies

    Queensland University of Technology

  • Publications

    Research and Scholarship

    Sample of Aspland’s publications

    Talukdar, J., & Aspland, T. (2013). Review of STI-related ‘knowledge’ and ‘attitude’ studies: Implications for teacher education in South Australia. Asia-Pacific Journal of Health, Sport and Physical Education, 4(1), 65-80. doi:10.1080/18377122.2013.760428.

    Talukdar, J., Aspland, T., & Datta, P. (2013). Australian higher education and the Course Experience Questionnaire: Insights, implications and recommendations. Australian Universities Review, 55(1), 27-35.

    Talukdar, J., Aspland, T., & Datta, P. (2013). Sex education in South Australia: The past and the present. Sex Education: Sexuality, Society and Learning, 13(1), 107-116. doi: 10.1080/14681811.2012.681037 

    Aspland, T., Datta, P. & Talukdar, J. (2012). Curriculum policies for students with special needs in Australia. International Journal of Special Education, 27(3), 36-44.

    Garner, P., Forbes, F., Fergusson, A., Aspland, T., & Datta, P. (2012). Curriculum, assessment and reporting in special educational needs and disability: A thematic overview of recent literature - Australian curriculum: Students with disability. Available online at Australian Curriculum Assessment and Reporting Authority (ACARA) website, http://www.acara.edu.au/verve/_resources/ACARA_Research_for_Publication_Final.pdf

    Talukdar, J., & Aspland, T. (2012). Is the "Health and Physical Education" curriculum in South Australia enough? A critical review of the SACSA framework and the new SACE curriculum. Journal of Curriculum and Teaching1(1), 25-40.

    Datta, P., & Aspland, T. (2011). Insights into the school assessment policies across Australia for students with special needs. Learning and Teaching: an international journal in classroom pedagogy, 4(2), 85-97.

    Aspland, T., & Datta, P. (2011). Insights into the school reporting policies across Australia for students with special needs. Curriculum and Teaching, 26(2), 73-83.

    Gray, M., & Aspland, T. (2011). Midwifery practice in the university context: Perspectives of postgraduate students on the effectiveness of case based learning in preparation for the workplace. Teaching and Learning in Nursing, 6(2), 38-45.

     Aspland T. (2010). Teacher Education in Australia: Twists and turns. In K. Karrs, & C. C. Wolhuter(Eds), International handbook on teachers education: Worldwide training, issues and challenges for teachers’ profession. Athens: Atrapos Editions.

    Macpherson, I., Aspland, T., & Cuskelly, E. (2010). Constructing a territory for professional practice research: Some introductory considerations. In A. Campbell, & S. Groundwater Smith, Action Research in Education. New Delhi: Sage Publication.

    Rumble, P., & Aspland , T. (2010). The four attributes model of the middle school teacher. Australian Journal of Middle Schooling, 10(1), 4-15.

    Aspland, T. (2009). First year students’ perspectives of learning engagement: The centrality of responsivity. E-Journal of Business education and Scholarship of Teaching, 3(2), 29-40.

    Aspland, T (2008). Teacher education in Australia: Past, present and future. In T. O'Donoghue & C. Whitehead (Eds.), Teacher education in the English-speaking world: Past, present and future. North Carolina:  
    Information Age Publishing, 2008.

    Aspland, T. (2006). Changing patterns of teacher education in Australia. Education Research and Perspectives, 33(2), 140-163.

    Macpherson, I., Aspland, T. & Cuskelly, E. (2004) Constructing a territory for professional practice research: Some introductory considerations. Action research, 2(1), 89-106.

    Macpherson, I., & Aspland T. (2003). New programs for new times: Preservice teacher education. Professional Educator, 2(3), 2-5.

    Aspland T.  (2003). A research journey: Struggling with the evolution of a methodological pastiche. In T. O'Donoghue, & K.  Punch (Eds), Qualitative educational research in action. London: Routledge  Falmer.

    Brooker, R., Macpherson, I. & Aspland, T. (2001). Enriching the outcomes of action research: connecting the local with the global through a hermeneutic spiral. Queensland Journal of Educational Research, 17(1), 16-28.

    Aspland, T. (1999). The pedagogical struggles of supervision for NESB students: The case Of Mei. In O. Zuber-Skerritt, & Y. Ryan(Eds), Supervision of NESB students. London: Open University. 

    Aspland, T. (1999). Ambivalence within supervision. In A. Holbrook, & S. Johnston (Eds), Postgraduate supervision in education. RARE Publication No. 3.

    Aspland T. (1999). A research journey: Struggling with the evolution of a methodological pastiche. Educational Research and Perspectives, 26(2), 105-126.

    Conference Papers and Invited presentations

    Aspland T. (2011). Conceptual clarity or tic box tactics. Paper presented at the ATEA conference, Melbourne, July 3-6.

    Aspland T. & Patel. F (2011). Reshaping leadership in the academy: Balancing creativity and compliance agendas in Australian higher education.  Paper presented at the World Universities Forum, January 13-15.

    Aspland T. & Rumble. P. (2010).  The four attributes model of the middle school teacher. Paper presented at the MYSA conference, Gold Coast, October 29.

    Aspland T. (2010). Teacher Education Standards: Rethinking ways forward for sustainable relationships between regulatory organizations and education faculties. Paper presented ATEA Conference, Townsville, July 4-7.

    Aspland, T., Crosswell, L. & Lisahunter (2009). Middle years teacher education curriculum at the crossroads: Where to from here? Paper presented at the ATEA conference, Albury, July 4-6.

    Aspland, T. (2008). Reshaping teacher education for 2020: What’s the vision? Paper presented at ATEA conference Sunshine Coast, July 3-7.

    Aspland T. (2007). Differentiate or die!  Paper presented to Ipswich Grammar School Staff Development Program, January 24.

    Aspland, T. (2007). Curriculum differentiation. Heads of Junior School Australia, May 2007.

    Aspland, T. (2007).  Differentiation of the curriculum in primary contexts. Jamboree Heights State School, May 17.

    Aspland, T. (2007). Schools of Tomorrow. Wynnum North State High School, October 2007.

    Aspland, T. (2007). Shift happens!! Caloundra City School, November 2007.

    Smith, S., & Aspland T. (2007). Community connections: Facilitating teacher education students and community agency links in one region in Queensland. Paper presented at the Effective Learning and Teaching Conference, QUT, November 2.

    Aspland, T. (2006). Differentiating the curriculum for new times. Paper presented at The IES Conference (Invited speaker), Brisbane, November 23, 24.

    Aspland, T. (2006). Teacher education reform: Twisting and turning into the twenty first century. Paper presented at the ATEA Conference, Fremantle, July 7-9.

    Aspland, T. (2006).  Finding a place for VET in teacher education reform. Paper presented at the ATEA Conference, Fremantle, July 7-9.

    Aspland, T. (2006).  Learning engagement: Reciprocity, responsivity and relationships. Paper presented at the FYE International Conference. Toronto, Canada, July 24-27.

    Aspland T. & Hinton, T (2006).  What does “good” teaching look like in first year: Continuing conversations with students and lecturers. Paper presented at HERDSA Conference, Fremantle, July 10-11.

    Aspland, T. & Crosswell, L. (2006).  Preparing them to teach: An analysis of middle years teacher education programs in Australia. Paper presented at The WA Middle Years of Schooling Association (MYSA) Conference, Perth, May 13-15.

    Aspland, T. (2006).  Assessment: Differentiation for whom and for what reasons? Invited paper presented at the Let me Learn Learning Conference, USC Sippy Downs, Maroochydore, August 11-12

    Aspland, T. (2005). Opening windows into the supervision of NESB students in Australia. Invited address at Staff Development Conference, University of South Australia, November 28, 29.
    Aspland, T
    . (2005). Shifting landscapes in teacher education in Australia: Implications for international contexts. Paper presented at ESAI Annual Conference, Cork, Ireland, March 28.

    Research Grants

    Aspland, T., Datta, P., & Talukdar, J. (2012). Student perspectives on the quality of pedagogical engagement in a transnational academic programme in Singapore. Internal Faculty Grant. The University of Adelaide, $10 000.  

    Aspland, T., & Datta, P., & Talukdar, J.  (2012). Insights into the lived experiences of higher degree international students: overcoming barriers to access and participation. Faculty of Professions Momentum Fund Grant. The University of Adelaide, $20 000.  

    Aspland, T., & Datta, P., & Talukdar, J.  (2012). An exploration into the lived experiences of students with disabilities: overcoming barriers to access and participation at the University. Equity and Diversity Grant. The University of Adelaide, $5000.

    Pyvis, D, Chapman, A, Aspland, T. & Odonoghue (2011) ALTC grany $166000

    O’Donoghue, T., Aspland, T., Chapman, A, & Cyvis, D. Carrick Institute for consideration: Enhancing frameworks for assuring the quality of learning and teaching in university offshore education programs $149 000

    Tuovinen, J, Aspland, T, & Allen, W. EIDOS/EQ Operations of schooling meta analysis $65 000

    Science Centre and Professional Practices Grant USC Education Queensland $480000 2007-2010. Aspland T to represent USC

    Aspland, TMapping the territory: Assessment discourses at University of the Sunshine Coast. University Seeding Research Funding $17 000

    Allen, W. & Aspland, T. Exploring contrasts in the levels of engagement among first year students at the University of the Sunshine Coast. University Learning and Teaching grant $5000

    Aspland, T. & Hinton, T. Congruence between perspectives of lecturers on student engagement in FYE and the perspectives of students’. Teaching and Learning grant funded by USC $8000

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Entry last updated: Tuesday, 30 Apr 2013