Dr Erin Christensen

Lecturer

School of Education

Career Summary

Biography

Erin recently joined the University of Newcastle in 2012 as a Lecturer in Health and Physical Education (HPE) in the School of Education. She completed her undergraduate degree in Human Movement Studies at The University of Queensland. After a number of years teaching HPE, Science and Outdoor Education in a large Queensland state secondary school she returned to The University of Queensland to undertake a PhD on beginning HPE teachers experiences of the staffroom. During the final year of her doctoral study, Erin taught Senior Health and Health and Physical Education at a Private Girl's school where she also spent time as an acting Head of Department (Sport). Drawing on narrative inquiry and qualitative approaches, Erin's doctoral work explored beginning teachers' micropolitical experiences of the staffroom/office context. This work has inspired Erin's current interests in research pertaining to narrative approaches, teaching and learning in HPE contexts, secondary-tertiary and early career academic transition.

Research Expertise
Erin's research interests concern qualitative, narrative and pragmatic approaches to understanding teaching and learning, knowledge and experience in Health and Physical Education contexts. Currently she has a strong interest in beginning teacher, secondary-tertiary and early career academic transition in Health and Physical Education.

Teaching Expertise
Erin teaches into the School’s Bachelor of Teaching (Secondary)/Bachelor of Health and Physical Education program. Her teaching areas and approaches align with, inform, and are informed by, her research interests, and focus on teaching and learning in HPE contexts, inquiry based pedagogies and sociology of sport, physical activity and health and physical education.

Qualifications

  • PhD (Education), University of Queensland
  • Bachelor of Applied Science (Human Movement)(Hons), University of Queensland
  • Certificate IV in Outdoor Recreation, The Outlook Training & Resource Centre - Qld - RTO

Keywords

  • Beginning Teachers
  • Health and Physical Education
  • Inquiry Based Pedagogies
  • Narrative Inquiry
  • Narrative approaches
  • Sociology of Sport and Physical Activity
  • Transition

Fields of Research

Code Description Percentage
130313 Teacher Education and Professional Development of Educators 100

Professional Experience

UON Appointment

Title Organisation / Department
Lecturer University of Newcastle
School of Education
Australia
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Book (1 outputs)

Year Citation Altmetrics Link
2014 Rossi T, Lisahunter, Christensen E, Macdonald D, Workplace learning in physical education: Emerging teachers' stories from the staffroom and beyond (2014)

© 2015 Tony Rossi, lisahunter, Erin Christensen and Doune Macdonald. All rights reserved.Pre-service and beginning teachers have to negotiate an unfamiliar and often challenging ... [more]

© 2015 Tony Rossi, lisahunter, Erin Christensen and Doune Macdonald. All rights reserved.Pre-service and beginning teachers have to negotiate an unfamiliar and often challenging working environment, in both teaching spaces and staff spaces. Workplace Learning in Physical Education explores the workplace of teaching as a site of professional learning. Using stories and narratives from the experiences of pre-service and beginning teachers, the book takes a closer look at how professional knowledge is developed by investigating the notions of professional and workplace learning by drawing on data from a five year project. The book also critically examines the literature associated with, and the rhetoric that surrounds the practicum, fieldwork school experience and the induction year. The book is structured around five significant dimensions of workplace learning: ¿ Social tasks of teaching and learning to teach. ¿ Performance, practice and praxis. ¿ Identity, subjectivities and the profession/al. ¿ Space and place for, and of, learning. ¿ Micropolitics. As well as identifying important implications for policy, practice and research methodology in physical education and teacher education, the book also shows how research can be a powerful medium for the communication of good practice. This is an important book for all students, pre-service and beginning teachers working in physical education, for academics researching teacher workspaces, and for anybody with an interest in the wider themes of teacher education, professional practice and professional learning in the workplace.

DOI 10.4324/9780203133569
Citations Scopus - 2

Chapter (1 outputs)

Year Citation Altmetrics Link
2014 Christensen E, Williams B, Occhino J, 'Understanding and acting through conversational spaces', Weaving Words: Personal and Professional Transformation through Writing as Research, Cambridge Scholars Publishing, Newcastle upon Tyne 117-135 (2014) [B1]

Journal article (6 outputs)

Year Citation Altmetrics Link
2017 Williams B, Christensen E, Occhino J, 'Tinkering through transition: on ¿doctoring¿ as an early-career academic in physical education and sport pedagogy', Sport, Education and Society, 22 73-86 (2017)

© 2016 Informa UK Limited, trading as Taylor & Francis Group.This article addresses the notion of ¿making it¿ as an early-career academic in physical education and sport pedago... [more]

© 2016 Informa UK Limited, trading as Taylor & Francis Group.This article addresses the notion of ¿making it¿ as an early-career academic in physical education and sport pedagogy. In it, we draw on the tradition of material semiotics to reflect on our shared journeys from doctoral student to beginning scholar and beyond. By attuning ourselves to the relationality, materiality and precariousness of our experiences, we offer an answer to the question of what it takes to ¿make it¿ as an early-career academic by advocating the practice of ¿making do¿ or ¿doctoring.¿ We develop this argument, first, by describing the narrative methods we used to conduct our inquiry and by explaining the material-semiotic ideas we used to explore the stories it generated. Then, we tell tales of our transitions from higher degree research student to early-career academic, focusing specifically on our ongoing, collective efforts to make do. In our discussion, we explore these narratives and attend to three features of our actions and activities as early-career academics; namely semiotic relationality, material heterogeneity and the precarious processes of heterogeneous engineering through which we sought to make a career in our field. We conclude by encouraging beginning scholars in physical education and sport pedagogy to become sensitive to these aspects of their own agency, and to experiment, experience and tinker together in ways that are attentive, inventive, caring and persistent.

DOI 10.1080/13573322.2016.1260540
2016 Christensen E, Rossi T, lisahunter, Tinning R, 'Entering the field: beginning teachers¿ positioning experiences of the staffroom', Sport, Education and Society, 1-13 (2016)

© 2016 Taylor & FrancisLittle is known about beginning teachers¿ political positioning experiences of the staffroom. This paper employs Bourdieu's conceptual tools of field, hab... [more]

© 2016 Taylor & FrancisLittle is known about beginning teachers¿ political positioning experiences of the staffroom. This paper employs Bourdieu's conceptual tools of field, habitus and capital to explore beginning health and physical education teachers¿ positioning experiences and learning in staffrooms, the place in which teachers spend the majority of their non-teaching school time. From an Australian context, we present beginning (or emerging) teachers¿ stories from one rural general staffroom and one urban departmental staffroom. Using the narratives we reflect upon how their positioning in the politics of the staffroom as beginning teachers presented significant challenges including negotiating the professional micropolitics, negotiating capital and negotiating opportunities and risks for reflection and change in contrasting social spaces.

DOI 10.1080/13573322.2016.1142434
Citations Scopus - 1
2016 Miller A, Christensen E, Eather N, Gray S, Sproule J, Keay J, Lubans D, 'Can physical education and physical activity outcomes be developed simultaneously using a game-centered approach?', European Physical Education Review, 22 113-133 (2016) [C1]

© 2015, © The Author(s) 2015.The primary objective of this study was to evaluate the efficacy of a pilot intervention using a gamecentered approach for improvement of physical a... [more]

© 2015, © The Author(s) 2015.The primary objective of this study was to evaluate the efficacy of a pilot intervention using a gamecentered approach for improvement of physical activity (PA) and physical education (PE) outcomes simultaneously, and if this had an impact on enjoyment of PE. A group-randomized controlled trial with a 7-week wait-list control group was conducted in one primary school in the Hunter Region, NSW, Australia. Participants (n<107 students; mean age<10.7 years, SD 0.87) were randomized by class group into the Professional Learning for Understanding Games Education (PLUNGE) pilot intervention (n<52 students) or the control (n<55) conditions. PLUNGE involved 6 × 60 min PE lessons based on game-centered curriculum delivered via an in-class teacher mentoring program. Students were assessed at baseline and 7-week follow-up for fundamental movement skills (FMS) of throw and catch, game play abilities of decision making, support and skill performance; in-class PA; and enjoyment of PA. Linear mixed models revealed significant group-by-time intervention effects (p = 0.05) for throw (effect size: d<0.9) and catch (d<0.4) FMS, decision making (d<0.7) and support (d<0.9) during game play, and in-class PA (d<1.6). No significant intervention effects (p = 0.05) were observed for skills outcome during game play (d<¿0.2) or student enjoyment (d<0.1). Game-centered pedagogy delivered via a teacher professional learning program was efficacious in simultaneously improving students¿ FMS skills, in-class PA and their decision making and support skills in game play.

DOI 10.1177/1356336X15594548
Citations Scopus - 4Web of Science - 2
Co-authors Andrew Miller, Narelle Eather, David Lubans
2015 Miller A, Christensen EM, Eather N, Sproule J, Annis-Brown L, Lubans DR, 'The PLUNGE randomized controlled trial: Evaluation of a games-based physical activity professional learning program in primary school physical education', PREVENTIVE MEDICINE, 74 1-8 (2015) [C1]
DOI 10.1016/j.ypmed.2015.02.002
Citations Scopus - 7Web of Science - 5
Co-authors Narelle Eather, Andrew Miller, David Lubans
2013 Christensen E, 'Micropolitical staffroom stories: Beginning health and physical education teachers' experiences of the staffroom', Teaching & Teacher Education, 30 74-83 (2013) [C1]
DOI 10.1016/j.tate.2012.11.001
Citations Scopus - 13Web of Science - 9
2011 Lishunter, Rossi T, Tinning R, Flanagan EM, MacDonald D, 'Professional learning spaces and places: The staffroom as a site of beginning teacher transition and induction', Asia-Pacific Journal of Teacher Education, 39 33-46 (2011) [C1]
DOI 10.1080/1359866X.2010.542234
Citations Scopus - 16Web of Science - 6
Show 3 more journal articles

Conference (2 outputs)

Year Citation Altmetrics Link
2012 Christensen EM, 'Telling stories about the potential of 'bodies' in pedagogy: An early career health and physical education academic's experience', AARE 2012 Conference Proceedings & Program (2012) [E3]
2012 Christensen EM, 'Navigating staffroom stories: Beginning health and physical education teachers' micropolitical experiences of the staffroom', AARE 2012 Conference Proceedings & Program (2012) [E3]
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Dr Erin Christensen

Position

Lecturer
Health & Physical Education
School of Education
Faculty of Education and Arts

Contact Details

Email erin.m.christensen@newcastle.edu.au
Phone (02) 4921 5049
Fax (02) 4921 7407

Office

Room HPE3.12
Building Health & Physical Education
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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