Our people

Dr Maryam Khosronejad

Senior Lecturer
School of Education

Areas of expertise: professional development; teacher education; stem literacy; writing; learning through interactions

Email: maryam.khosronejad@acu.edu.au

ORCID ID: 0000-0001-9749-5000

HDR Supervisor accreditation status: Provisional

Maryam Khosronejad is a Senior Lecturer (Education Studies) at the National School of Education, Faculty of Education and Arts, ACU. Her expertise is in teacher education and professional (identity) development. Maryam's research investigates how learning happens through interaction with the environment including social others and tools with a focus on agency and reflexive deliberations.

Her doctoral research and subsequent research collaborations in teacher education and professional development has contributed to the field in two distinct ways: conceptually and empirically. The implied identity approach (developed as part of her PhD thesis) conceptualises how the learning environment affects the formation of (professional identities) and offers new insights into the interaction between self and environment. The approach has been applied across a range of contexts to produce and extend knowledge in the fields of mathematics teacher education, engineering education, and writing pedagogy.

Maryam's work has been disseminated in more than 20 publications attracting 188 citations. Her recent collaboration with an ARC funded research project in the area of improving classroom writing made significant contributions to the field and had strong impact on NAPLAN writing scores for participant schools in the study. Her collaborative publication has been the recipient of the best paper award by the journal of Assessing Writing.

Maryam is currently leading a faculty funded project about 'reflexive writing in the era of GenAI'. She is interested in supervising PhD students who want to work with her on topics related to teacher education, technology integrated learning (including GenAI in education), writing, and learning through interaction.

Select publications

• Khosronejad, M. & Ryan, M. (2026). Rethinking Reflexive Writing in the Era of Generative AI. In Barkatsas, T., Goff, W., & Ng, A. Exploring Cognitive, Affective, Design Thinking, Artificial Learning and Cybernetics Dimensions in Contemporary Education. The Gruyter Brill. Netherland.

• Khosronejad, M., & Ryan, M. (2025). Learners as implied citizens: the early emergence of curricular discourses on citizenship in lessons about writing. Discourse: Studies in the Cultural Politics of Education, 1-13. https://doi.org/10.1080/01596306.2025.2574978

• Ripley, D., Arthars, N., Khosronejad, M., & Markauskaite, L., (2025). Co-designing for learning across disciplines: Bringing students' perspectives into design principles via relational design. In Christensen, I.M.F., Markauskaite, L., Bonderup Dohn, N., Ripley, D., & Hachmann, R. Creating Design Knowledge in Educational Innovation: Theory, Methods and Practice (1st ed.). Routledge. Routledge. https://doi.org/10.4324/9781003391432.

• Barton, G., Ryan, M. & Khosronejad, M. (2025). "Supporting teachers to teach creative writing in the classroom through reflexivity: A systematic review of the literature." Literacy Learning: The Middle Years. 33 (1), pp. 10-22.

• Khosronejad, M., Ryan, M., & Weber, L. A. (2025). Forms of becoming: elementary students' self-positioning in writing. Classroom Discourse, 1-23. https://doi.org/10.1080/19463014.2025.2510221.

• Ryan, M., & Khosronejad, M. (2024): Examining authorial agency in elementary children's narratives, Classroom Discourse, DOI: 10.1080/19463014.2024.2360417

• Khosronejad, M., Weber, L., & Ryan, M. (2023). Teacher learning as a polyphonic endeavor: A context sensitive model of teacher professional development. Teachers and Teaching, 29(7-8), 908-923. https://doi.org/10.1080/13540602.2023.2215709.

• Khosronejad, M., Ryan, M., & Weber, L. (2023). In Quest for a Dialogic Space: A microethnographic approach to classroom interaction about writing. Learning, Culture, and Social Interaction. Vol. 4. https://doi.org/10.1016/j.lcsi.2023.100714.

• Barton, G., Khosronejad, M., Ryan, M., Kervin, L., Myhill, D. (2023). Teaching creative writing in primary schools: A systematic review of the literature through the lens of reflexivity. The Australian Educational Researcher.

• Weber, L., Barton, G., Ryan, M., & Khosronejad, M. (2023). Reflexivity and Children's Exploration of Moral Aesthetics in Creative Writing. English in Education. 57(4), 334-358. https://doi.org/10.1080/04250494.2023.2269973.

• Weber, L., Ryan, M., & Khosronejad, M. (2023). Reflexive empathy as social relation: The case for contextualised professional learning. Discourse: Studies in the Cultural Politics of Education. 45(1), 159-172. https://doi.org/10.1080/01596306.2023.2283700.

• Ryan, M., Khosronejad, M., Barton, G., & Myhill, D., Kervin, L. (2022). Reflexive writing dialogues: Elementary students' perceptions and performances as writers during classroom experiences. Assessing Writing. 51. https://doi.org/10.1016/j.asw.2021.100592.

• Khosronejad, M., Ryan, M., Barton, G., Myhill, D., & Kervin, L. (2021). Examining how classroom talk shapes students' identities as reflexive writers in elementary classrooms. Classroom Discourse, https://doi.org/10.1080/19463014.2021.1936584.

• Khosronejad, M., Ryan, M., Barton, G., & Kervin, L., (2021). "I get all my ideas from the tree": Investigating elementary students' views as reflexive writers. Research Papers in Education. https://doi.org/10.1080/02671522.2021.1961299.

• Ryan, M., Khosronejad, M., Barton, B., Kervin, L., & Myhill, D. (2021). A reflexive approach to teaching writing: Enablements and constraints in primary school classrooms. Written Communication, https://doi.org/10.1177/07410883211005558.

• Khosronejad, M., Markauskaite, L.& Reimann, P. (2021). Investigating university students' conceptions of engineering: An implied identity perspective. Higher Education Research and Development, https://doi.org/10.1080/07294360.2021.1928001.

• Khosronejad, M., Reimann, P., & Markauskaite, L. (2020) "We are not going to educate people": How students negotiate engineering identities during collaborative decision making. European Journal of Engineering Education, DOI: 10.1080/03043797.2020.1821174.

• Bobis, J., Khosronejad, M., Way, J., Anderson, J. (2020). "Sage on the stage" or "meddler in the middle": Shifting mathematics teachers' identities to support student engagement. Journal of Mathematics Teacher Education, 23(6), 615-632. DOI: https://doi.org/10.1007/s10857-019-09444-1.

• Howard. S., Khosronejad, M., & Calvo, R. (2016), Exploring engineering instructors' views about writing and online tools to support communication in engineering, European Journal of Engineering Education, 42(6), 875-889. DOI: 10.1080/03043797.2016.1228612.

• Thompson, K., Carvalho, L., Aditomo, A., Dimitriadis, Y., Dyke, G., Evans, M., Khosronejad, M., Martinez Maldonado, R., Reimann, P., & Wardak, D. (2015). The synthesis approach to analysing educational design dataset: Application of three scaffolds to a learning by design task for postgraduate education students. British Journal of Educational Technology, 46(5), 1020-1027. https://doi.org/10.1111/bjet.12335.