Dr Erin Christensen
School of Education
- Phone:(02) 4921 5049
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.
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.
- 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
- Beginning Teachers
- Health and Physical Education
- Inquiry Based Pedagogies
- Narrative Inquiry
- Narrative approaches
- Sociology of Sport and Physical Activity
Fields of Research
|130313||Teacher Education and Professional Development of Educators||100|
|Title||Organisation / Department|
|Lecturer||University of Newcastle
School of Education
For publications that are currently unpublished or in-press, details are shown in italics.
Book (1 outputs)
Rossi T, Lisahunter, Christensen E, Macdonald D, Workplace learning in physical education: Emerging teachers' stories from the staffroom and beyond (2014)
Â© 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]
Â© 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: Â¿ Social tasks of teaching and learning to teach. Â¿ Performance, practice and praxis. Â¿ Identity, subjectivities and the profession/al. Â¿ Space and place for, and of, learning. Â¿ 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.
Chapter (1 outputs)
|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)
Williams B, Christensen E, Occhino J, 'Tinkering through transition: on Â¿doctoringÂ¿ as an early-career academic in physical education and sport pedagogy', Sport, Education and Society, 22 73-86 (2017)
Â© 2016 Informa UK Limited, trading as Taylor & Francis Group.This article addresses the notion of Â¿making itÂ¿ as an early-career academic in physical education and sport pedago... [more]
Â© 2016 Informa UK Limited, trading as Taylor & Francis Group.This article addresses the notion of Â¿making itÂ¿ 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 Â¿make itÂ¿ as an early-career academic by advocating the practice of Â¿making doÂ¿ or Â¿doctoring.Â¿ 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.
Christensen E, Rossi T, lisahunter, Tinning R, 'Entering the field: beginning teachersÂ¿ positioning experiences of the staffroom', Sport, Education and Society, 1-13 (2016)
Â© 2016 Taylor & FrancisLittle is known about beginning teachersÂ¿ political positioning experiences of the staffroom. This paper employs Bourdieu's conceptual tools of field, hab... [more]
Â© 2016 Taylor & FrancisLittle is known about beginning teachersÂ¿ 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 teachersÂ¿ 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) teachersÂ¿ 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.
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]
Â© 2015, Â© 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]
Â© 2015, Â© 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 Ã 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<Â¿0.2) or student enjoyment (d<0.1). Game-centered pedagogy delivered via a teacher professional learning program was efficacious in simultaneously improving studentsÂ¿ FMS skills, in-class PA and their decision making and support skills in game play.
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]
Christensen E, 'Micropolitical staffroom stories: Beginning health and physical education teachers' experiences of the staffroom', Teaching & Teacher Education, 30 74-83 (2013) [C1]
|Show 3 more journal articles|
Conference (2 outputs)
|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]|
Dr Erin Christensen
Health & Physical Education
School of Education
Faculty of Education and Arts
|Phone||(02) 4921 5049|
|Fax||(02) 4921 7407|
|Building||Health & Physical Education|
Callaghan, NSW 2308