Tracey-Lynne is an educator and trainer, with over twenty years experience in tertiary, school settings. She has extensive experience in developing group learning contexts, exploring creative processes and innovation through collaborative creativity.
Tracey-Lynn has 15 years experience in Teacher Education, including curriculum design, effective and innovative pedagogies, curriculum integration, Drama education, Arts education and Professional practice. She is a performer, director, vocalist and theatre practitioner.
As a teacher educator, Tracey-Lynne is experienced in post-graduate supervision, facilitating reflexive practice and critical inquiry into effective teaching practice, supporting teachers to develop a personal philosophy of teaching. She has experience with a range of learning approaches, including role-based learning, project-based learning, and arts pedagogy. Tracey-Lynne has coordinated partnerships between school and university stake-holders to develop tertiary curriculum and researched the factors enabling such partnerships to be effective
Tracey-Lynne has presented research and workshops in creativity, drama-based learning,collaborative creativity and culturally-responsive practice both internationally and nationally. She has co-edited academic journals in Performing Arts Education and Research in New Zealand and Australia
Qualifications: PhD (Education)- University of Canterbury; MA (Hons) Psychology – Massey University; Grad Dip Tchg (Secondary) – Wellington College of Education; NZ Certificated Teacher – Education Council of NZ; Life-member of Drama New Zealand.
LECTURER IN TEACHER EDUCATION & ARTS EDUCATION - Massey University Institute of Education - November 2012 to Present
Roles held;
Development and delivery of Graduate and Masters level courses in curriculum and pedagogy – including adolescent psychology and theories of learning; curriculum design, effective teaching pedagogies, classroom management, effective pedagogy for digital technology, culturally responsive teaching, teaching for Māori learners, social and emotional learning, arts as pedagogy, inclusive education, planning, integrated curriculum, inquiry learning, teacher-led inquiry.
Responsibilities;
