Professor Joce NuttallProfessor Joce Nuttall

Research Director
Teacher Education

Areas of expertise: initial and continuing teacher education; teacher educators’ work; leadership and inter-professional work in early childhood education; cultural-historical activity theory; qualitative research methodologies

ORCID ID: 0000-0002-2571-7839

Phone: +613 9953 3532

Email: joce.nuttall@acu.edu.au

Location: ACU Melbourne Campus

Professor Joce Nuttall is Research Director – Teacher Education in the Institute for Learning Sciences and Teacher Education at ACU. Joce has over 35 years’ experience as a leader and educator in primary and early childhood settings (principally in childcare) and as a teacher educator and researcher. Joce’s research focuses on the initial and continuing education of educators and educational leaders, and the development of strategies for system-level workforce capacity-building in early childhood education and care. Joce also has significant expertise in the construction and implementation of early childhood curriculum policy and the design of teacher education programs. Joce has been a Board member of the Australian Children’s Education and Care Quality Authority since 2016. In 2015, Joce was Chair of the Advisory Group on Early Learning, which reviewed the implementation of New Zealand’s early childhood curriculum framework, Te Whāriki, on behalf of the New Zealand Government. Joce is a fellow of the Australian Teacher Education Association and is a previous Governor–General’s appointee to the Board of the New Zealand Council for Educational Research. Joce commenced at ACU in 2011 as a Principal Research Fellow.

Curriculum Vitae

Select publications

  • Nuttall, J. & McEvoy, J. (2019). Theological-relational pedagogy: Winnicott, Rahner, and the development of a theological perspective on relational pedagogy. Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2019.1686180
  • Nuttall, J. (2018). Engaging with ambivalence: The neglect of early childhood teacher education in initial teacher education reform in Australia. In C. Wyatt-Smith, & L. Adie. Innovation and accountability in teacher education: Setting directions for new cultures in teacher education (pp. 155-169). Singapore: Springer Nature.
  • Nuttall, J., & Grieshaber, S. (2018). Early childhood education research and development in Australia. In M. Fleer & B. van Oers (Eds.), International handbook on early childhood education and development, (pp. 511-529). Rotterdam, The Netherlands: Springer.
  • Nuttall, J. (2016). Learning and deploying relational agency in the negotiation of interprofessional hierarchies in a UK hospital. In. A. Edwards (Ed.), Working relationally in and across practices: a cultural-historical approach to collaboration (pp. 43-57). Buckingham, UK: Cambridge University Press.
  • Nuttall, J., Thomas, L., & Henderson, L. (2016). Formative interventions in leadership development in early childhood education: the potential of double stimulation. Journal of Early Childhood Research, 16(1), 80-91.
  • Nuttall, J., & Brennan, M. (2016). Teacher education as academic work: the affordances of a materialist analysis. Asia-Pacific Journal of Teacher Education, 44(4), 1-14.
  • Nuttall, J., & Thomas, L. (2015). Time and temporality in early childhood educators’ work. European Early Childhood Education Research Journal, 23(4), 512-523.
  • Nuttall, J., Wood, E., & Thomas, L. (2014). Travelling policy reforms re-configuring the work of early childhood educators in Australia. Globalisation, Societies and Education, 12(3), 358-372.
  • Nuttall, J., Brennan, M., Zipin, L., Tuinamuana, K., & Cameron, L. (2013). Lost in production: The erasure of the teacher educator in Australian university job advertisements. JET: Journal of Education for Teaching, 39(3), 329-343.
  • Nuttall, J. (2013). The potential of Developmental Work Research as a professional learning methodology in early childhood education. Contemporary Issues in Early Childhood, 2013(3), 201-211.

Projects

  • 2018-2020, Australian Research Council, Discovery Program. Nuttall, J. Henderson, L. Wood, E. Learning-rich leadership for quality improvement in early education. $518,683
  • 2018-2020 2018-2020, (Australian Institute for Teaching and School Leadership [AITSL]). Graduate Teacher Performance Assessment: An Initiative to Lift the Status of the Teaching Profession
  • 2019 – 2020, Australian Research theology Foundation (ARTFinc), Nutall, J. and McEvoy, J. The development of educational practices informed by theology of childhood, $4400.

Accolades and awards

  • ACU Vice-Chancellor’s Medal for Research Excellence (2018)
  • Selection Panel member, Victorian Premier’s Early Years Awards (2014-2018)
  • William Evans Visiting Fellow, University of Otago (2012)
  • Nominee, Vice-Chancellor’s Award for Excellence in Postgraduate Supervision, Monash University, (2010)

Appointments and affiliations

  • President, Australian Teacher Education Association (2016-2018)
  • Board Member, Australian Children’s Education and Care Quality Authority (2016-2019)
  • Member, Minister’s Expert Panel on Early Childhood Development, Victorian Department of Families and Children (current)

Editorial roles

  • Series Editor, Bloomsbury Academic series Reinventing Teacher Education, with M. Brennan, M. Maguire, P. Smagorinsky, & V. Ellis (2018 – current)
  • Co-Editor, Asia-Pacific Journal of Teacher Education, 2013 – 2016

International journal review panel

  • Curriculum Matters
  • The First years: Journal of Infant and Toddler Research
  • Early Childhood Folio
  • New Zealand Journal of Education Studies

Personal research website

ILSTE Final

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