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Research Interests

A central question that animates my research is: What supports quality teaching? I have applied this question to curriculum-based teaching and learning in schools, my own teaching within initial teacher education, and more broadly to teaching in the academy. I am deeply interested in the scholarship of teaching.

My research coalesces around the practice of teaching and lived experiences of teachers and learners. I have published in relation to teacher development and teacher preparation programmes and systems, practice-focused research in initial teacher education, pre-service teacher identity development as culturally responsive and sustaining teachers, twenty-first century education and development of critical information literacy, curriculum issues and development (with a particular focus on social sciences education), gender relations and ICT.

A major research project I was involved in as a co-investigator was the Teaching and Research Learning Initiative (TLRI) research project titled "Shifting the conceptualisation of knowledge and learning in the integration of the new New ���سԹ�Curriculum in initial and continuing teacher education." My current research projects relate to practice-oriented assessment in teacher education and exploration of the complexity of teaching.

I am co-director of the Pedagogies of Possibility (PoP) research group.

• Teacher learning
• Curriculum studies and curriculum issues
• Social sciences education
• Gender relations and ICT
• Knowledge and learning

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Recent Publications

• Abbiss J. (2020)��Curriculum in Secondary Education (New Zealand).��Education and Childhood Studies : 1-9.��.
• Abbiss J. and Vanassche E. (2019)��Practice-focused research in initial teacher education.��Oxford Research Encyclopedia: Education : 1-25.��.
• Fickel L. and Abbiss J. (2019)��Supporting secondary pre-service teacher identity development as culturally responsive and sustaining teachers.��FIRE: Forum for International Research in Education 5(2): 138-158.��.
• Fickel LC., Abbiss J., Brown E. and Astall C. (2018)��The Importance of Community Knowledge in Learning to Teach: Foregrounding Māori Cultural Knowledge to Support Preservice Teachers' Development of Culturally Responsive Practice.��Peabody Journal of Education 93(3): 285-294.��.
• Abbiss J. (2016)��Critical literacy in support of critical-citizenship education in social studies.��set: Research Information for Teachers 2016(3): 29-35.��.