Personal profile

Biography

Rebecca Cooper is Associate Professor and Assistant Dean of Initial Teacher Education (ITE) at Monash University. She brings extensive expertise in initial teacher education, teacher professional learning, and science education, underpinned by her experience as a secondary school teacher of science, physics, and mathematics. She has played a significant role in shaping ITE programs nationally through her work as a highly trained and respected Panellist and Panel Chair for the Accreditation of Teacher Education courses in Australia, applying the Australian Institute for Teaching and School Leadership (AITSL) program and graduate standards. Rebecca sits on the accreditation committee of the Victorian Institute of Teaching (VIT).  Internationally, she is recognised for expertise in ITE, delivering invited keynotes and providing advice. Her research covers teacher knowledge development (from Pre-service to Highly Accomplished teachers), pedagogical content knowledge, and the ongoing professional learning teachers require at different career stages, offering a unique contribution to understanding teacher thinking and development across the profession.

Research interests

  • Pedagogy in Science Teacher Education
  • Pedagogical Content Knowledge
  • Development of Teacher Knowledge
  • Professional learning
  • Science Education
  • Initial Teacher Education

Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

  • SDG 3 - Good Health and Well-being
  • SDG 4 - Quality Education

Research area keywords

  • Maths and Science education
  • Teacher Knowledge
  • Science Education
  • Teacher Education
  • Pedagogical Content Knowledge

Collaborations and top research areas from the last five years

Recent external collaboration on country/territory level. Dive into details by clicking on the dots or