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Dr David Berg

Dr David BergSenior Lecturer
Academic Leader (NMSSA), Co-director (EARU)
BA(Hons)(Lanc) MSc(Liv) EdD(Otago) PGCert (Liv Hope)

Dunedin Campus
Tel +64 3 479 8808
Email david.berg@otago.ac.nz

Biography

David is an experienced primary school teacher and former primary deputy principal. He has worked in teacher education both here at Otago and at Liverpool Hope University, UK. He has taught in Nepal for 12 months and has visited schools in India, Russia, and South Africa.
In 2016, David was the recipient of the Teacher Education Forum of Aotearoa New Zealand’s Emerging Teacher Educator award. http://www.otago.ac.nz/education/news/otago617041.html

Teaching Sectors

  • Undergraduate and Postgraduate - Primary Education

Teaching Areas

  • Professional practice (primary)
  • Education studies
  • Research methods

Research Interests

  • Initial teacher education
  • Efficacy beliefs
  • Teaching and learning
  • International education
  • Formative Assessment

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Publications

Beatson, N., Berg, D., & Smith, J. K. (2020). Facing failure. Accounting Research Journal, 33(2), 287-306. doi: 10.1108/ARJ-10-2018-0164

Gunn, A. C., Hill, M. F., Berg, D. A. G., & Haigh, M. (2020). The promise and practice of university teacher education: Insights from Aotearoa New Zealand. London, UK: Bloomsbury Academic, 208p. doi: 10.5040/9781350073517

Beatson, N. J., Berg, D. A. G., & Smith, J. K. (2020). The influence of self‐efficacy beliefs and prior learning on performance. Accounting & Finance, 60, 1271-1294. doi: 10.1111/acfi.12440

Beatson, N. J., Berg, D. A. G., & Smith, J. K. (2019). The Sheldon effect: Fixed mindset does not always mean fragile confidence. Accounting Education, 28(5), 532-552. doi: 10.1080/09639284.2019.1661858

Beatson, N. J., Berg, D. A. G., Smith, J. K., & Smith-Han, C. (2019). Progression to intermediate level courses; Is a “pass” enough? Pacific Accounting Review, 31(2), 275-287. doi: 10.1108/PAR-03-2018-0025

Beatson, N., Berg, D., & Smith, J. K. (2020). Facing failure. Accounting Research Journal, 33(2), 287-306. doi: 10.1108/ARJ-10-2018-0164

Journal - Research Article

Gunn, A. C., Hill, M. F., Berg, D. A. G., & Haigh, M. (2020). The promise and practice of university teacher education: Insights from Aotearoa New Zealand. London, UK: Bloomsbury Academic, 208p. doi: 10.5040/9781350073517

Authored Book - Research

Beatson, N. J., Berg, D. A. G., & Smith, J. K. (2020). The influence of self‐efficacy beliefs and prior learning on performance. Accounting & Finance, 60, 1271-1294. doi: 10.1111/acfi.12440

Journal - Research Article

Beatson, N. J., Berg, D. A. G., & Smith, J. K. (2019). The Sheldon effect: Fixed mindset does not always mean fragile confidence. Accounting Education, 28(5), 532-552. doi: 10.1080/09639284.2019.1661858

Journal - Research Article

Beatson, N. J., Berg, D. A. G., Smith, J. K., & Smith-Han, C. (2019). Progression to intermediate level courses; Is a “pass” enough? Pacific Accounting Review, 31(2), 275-287. doi: 10.1108/PAR-03-2018-0025

Journal - Research Article

Berg, D. A. G., & Smith, L. F. (2018). The effect of school-based experience on preservice teachers' self-efficacy beliefs. Issues in Educational Research, 28(3), 530-544.

Journal - Research Article

Beatson, N. J., Berg, D. A. G., & Smith, J. K. (2018). The impact of mastery feedback on undergraduate students’ self-efficacy beliefs. Studies in Educational Evaluation, 59, 58-66. doi: 10.1016/j.stueduc.2018.03.002

Journal - Research Article

Berg, D. A. G., Schaughency, E., van der Meer, J., & Smith, J. K. (2018). Using classical test theory in higher education. In C. Secolsky & D. B. Denison (Eds.), Handbook on measurement, assessment, and evaluation in higher education. (2nd ed.) (pp. 178-190). Abingdon, UK: Routledge.

Chapter in Book - Research

Berg, D. A. G., Gunn, A. C., Hill, M. F., & Haigh, M. (2017). Building professionals and elevating the profession? The work of university-based initial teacher educators in Aotearoa New Zealand. In P. M. Bamber & J. C. Moore (Eds.), Teacher education in challenging times: Lessons for professionalism, partnership and practice. (pp. 29-40). Abingdon, UK: Routledge.

Chapter in Book - Research

Price, D., Smith, J. K., & Berg, D. A. G. (2017). Personalised feedback and annotated exemplars in the writing classroom: An experimental study in situ. Assessment Matters, 11, 122-144. doi: 10.18296/am.0027

Journal - Research Article

Berg, D. A. G., & Smith, L. F. (2016). Preservice teacher self-efficacy beliefs: An opportunity to generate "good research" in the Asia-Pacific region. In S. Garvis & D. Pendergast (Eds.), Asia-Pacific perspectives on teacher self-efficacy. (pp. 1-17). Rotterdam, The Netherlands: Sense.

Chapter in Book - Research

Berg, D. A. G., Gunn, A. C., Hill, M. F., & Haigh, M. (2016). Research in the work of New Zealand teacher educators: A cultural-historical activity theory perspective. Higher Education Research & Development, 35(6), 1125-1138. doi: 10.1080/07294360.2016.1149694

Journal - Research Article

Lipnevich, A. A., Berg, D. A. G., & Smith, J. K. (2016). Toward a model of student response to feedback. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment. (pp. 169-185). New York: Routledge.

Chapter in Book - Research

Gunn, A. C., Hill, M. F., Berg, D., & Haigh, M. (2016). The changing work of teacher educators in Aotearoa New Zealand: A view through activity theory. Asia-Pacific Journal of Teacher Education, 44(4), 306-319. doi: 10.1080/1359866X.2016.1174815

Journal - Research Article

Gunn, A. C., Berg, D., Hill, M. F., & Haigh, M. (2015). Constructing the academic category of teacher educator in universities' recruitment processes in Aotearoa, New Zealand. Journal of Education for Teaching, 41(3), 307-320. doi: 10.1080/02607476.2015.1041288

Journal - Research Article

van der Meer, J., Berg, D., Smith, J., Gunn, A., & Anakin, M. (2015). Shorter is better: Findings of a bite-size mobile learning’ pilot project. Creative Education, 6(3), 273-282. doi: 10.4236/ce.2015.63026

Journal - Research Article

Berg, D. A. G., & Smith, L. F. (2014). Pre-service teachers' efficacy beliefs and concerns in Malaysia, England and New Zealand. Issues in Educational Research, 24(1), 21-40.

Journal - Research Article

Smith, J. K., Gilmore, A., Berg, D., Smith, L. F., & Jameson-Charles, M. (2012). What makes performance tasks motivating: Influences of task characteristics, gender and ethnicity. Assessment Matters, 4, 76-94.

Journal - Research Article

Schaughency, E., Smith, J. K., van der Meer, J., & Berg, D. (2012). Classical test theory and higher education: Five questions. In C. Secolsky & D. B. Denison (Eds.), Handbook on measurement, assessment, and evaluation in higher education. (pp. 117-131). New York: Routledge.

Chapter in Book - Research

Berg, D., Brown, K., & Robertson, S. (2018, June). Empowering learners by scaffolding metacognition. Verbal presentation at the SERGE Symposium 2018, Dunedin, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs

Beatson, N., Berg, D. A. G., & Smith, J. K. (2018). Facing failure: Insights and reflections from six students repeating a first-year accounting course. Proceedings of the Accounting & Finance Association of Australia and New Zealand (AFAANZ) Conference. Retrieved from https://www.afaanz.org/

Conference Contribution - Published proceedings: Full paper

Gunn, A., Hill, M. F., Berg, D., & Haigh, M. (2018, July). What might tools from teacher education classrooms tell us about teacher education for un(certain) times? Verbal presentation at the Australian Teacher Education Association (ATEA) & Teacher Education of Aotearoa New Zealand (TEFANZ) Conference: Teacher Education In and For Uncertain Times, Melbourne, Australia.

Conference Contribution - Verbal presentation and other Conference outputs

Beatson, N., Berg, D., & Smith, J. (2017). Confidence matters: Self-efficacy beliefs in accounting education. Proceedings of the Accounting and Finance Association of Australia and New Zealand (AFAANZ) Conference. Retrieved from https://www.afaanz.org/conferences

Conference Contribution - Published proceedings: Full paper

Smith, J., Beatson, N., & Berg, D. (2017). Course performance feedback as a source of university students' sense of self-efficacy. Proceedings of the European Association for Research on Learning and Instruction (EARLI) Conference. (pp. 646). Retrieved from https://earli.org/earli-2017

Conference Contribution - Published proceedings: Abstract

Price, D., Berg, D. A. G., & Smith, J. K. (2017). Personalized feedback and annotated exemplars in the writing classroom: An experimental study in situ. Proceedings of the American Educational Research Association (AERA) Annual Meeting. Retrieved from https://convention2.allacademic.com/one/aera/aera17/index.php?cmd=Online+Program+View+Paper&selected_paper_id=1186170&PHPSESSID=q45otgca82c541f0ujuha3q404

Conference Contribution - Published proceedings: Abstract

Berg, D., & Skaalvik, E. (2017). Preservice teachers' self-efficacy and choice of teacher education in Norway and New Zealand. Proceedings of the European Association for Research on Learning and Instruction (EARLI) Conference. (pp. 292). Retrieved from https://earli.org/earli-2017

Conference Contribution - Published proceedings: Abstract

Beatson, N., Berg, D., Smith, J., & Smith-Han, C. (2017, November). Progression to intermediate level courses: Is a 'pass' enough? Verbal presentation at the Accounting Educators’ Conference, Melbourne, Australia.

Conference Contribution - Verbal presentation and other Conference outputs

Gunn, A., Berg, D., Hill, M. F., & Haigh, M. (2017). Reforming and reifying educational practice through teaching and learning activities in teacher education classrooms: (Un)conscious resistance to imperatives for change. Proceedings of the European Conference on Educational Research (ECER). Retrieved from http://www.eera-ecer.de/ecer-programmes/conference/22/contribution/40365/

Conference Contribution - Published proceedings: Abstract

Berg, D., & Smith, L. F. (2017). The effect of school-based experience on preservice teachers' self-efficacy beliefs. Proceedings of the European Association for Research on Learning and Instruction (EARLI) Conference. (pp. 5). [Abstract]

Conference Contribution - Published proceedings: Abstract

Ingram, N., Asil, M., & Berg, D. (2017). The impact of mathematics teaching efficacy on teachers' pedagogical practices. Proceedings of the European Association for Research on Learning and Instruction (EARLI) Conference. (pp. 291). Retrieved from https://earli.org/earli-2017

Conference Contribution - Published proceedings: Abstract

Berg, D., Pratt, K., & van der Meer, J. (2016). Crossing boundaries to transform: Using CHAT to re-imagine professionally-orientated post-graduate qualifications. Proceedings of Teacher Education Forum of Aotearoa New Zealand (TEFANZ) Conference: How Best to Educate a Nation's Teachers? Debating Quality Teacher Education for Today and the Future. Retrieved from http://www.tefanz.org.nz/conferences/2016-conference/

Conference Contribution - Published proceedings: Abstract

Gunn, A. & Berg, D. (2016, September). Contradictions over teacher educators' research: Insights from a study of university based teacher educators in NZ. College of Education, Research Seminar Series, University of Otago, Dunedin, New Zealand. [Department Seminar].

Other Research Output

Hill, M. F., Gunn, A., Berg, D. A. G., & Haigh, M. (2016). Making accommodations: Policy tensions and research as an object of university-based teacher educators' work. Proceedings of the American Educational Research Association (AERA) Conference. Retrieved from http://www.aera.net/tabid/10208/Default.aspx

Conference Contribution - Published proceedings: Abstract

Beatson, N., & Berg, D. (2016, July). Mind-set and self-efficacy beliefs: A study of repeating students taking a first year accounting course. Verbal presentation at the Accounting & Finance Association of Australia and New Zealand (AFAANZ) Accounting Education Special Interest Group (SIG), Gold Coast, Australia.

Conference Contribution - Verbal presentation and other Conference outputs

Gunn, A., Berg, D., Haigh, M., & Hill, M. F. (2016). Teacher educators' research: Whose counts? Whose does not? And what questions arise for the professions? Proceedings of the European Conference on Educational Research (ECER): Leading Education: The Distinct Contributions of Educational Research and Researchers. Retrieved from http://www.eera-ecer.de/ecer-programmes/conference/21/contribution/36903/

Conference Contribution - Published proceedings: Abstract

Gunn, A., Berg, D., Hill, M., & Haigh, M. (2016). The work of teacher educators in Aotearoa NZ: An overview. Proceedings of Teacher Education Forum of Aotearoa New Zealand (TEFANZ) Conference: How Best to Educate a Nation's Teachers? Debating Quality Teacher Education for Today and the Future. Retrieved from http://www.tefanz.org.nz/conferences/2016-conference/

Conference Contribution - Published proceedings: Abstract

Gunn, A., Berg, D., Haigh, M., & Hill, M. (2016). Work of teacher educators: Teaching and learning in New Zealand university-based initial teacher education. Wellington, New Zealand: Teaching & Learning Research Initiative. 17p. Retrieved from http://www.tlri.org.nz/home

Working Paper; Discussion Paper; Technical Report

Berg, D., Gunn, A., Haigh, M., & Hill, M. (2015, November). Planning to teach: Universities, teacher educators, and workforce planning for initial teacher education in Aotearoa New Zealand. Verbal presentation at the New Zealand Association for Research in Education (NZARE) Conference: Emancipation Through Education, Whakatāne, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs

Haigh, M., Gunn, A., Berg, D., & Hill, M. (2015, September). The role of recruitment processes in defining teacher educators’ work in Aotearoa New Zealand. Verbal presentation at the European Conference on Educational Research (ECER): Education and Transition, Budapest, Hungary.

Conference Contribution - Verbal presentation and other Conference outputs

Gunn, A. C., Berg, D., Haigh, M., & Hill, M. (2015, August-September). Work of teacher educators (WoTE): NZ. Invited presentation at the National Project Fund &Teaching & Learning Research Initiative Projects in Progress Colloquium V, Wellington, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs

Berg, D. A. G., & Smith, L. F. (2014). Assessment of teacher self-efficacy beliefs and concerns about teaching of graduating preservice teachers in New Zealand. Proceedings of the European Association for Research on Learning and Instruction (EARLI) SIG1 Conference: Assessment and Evaluation. Retrieved from http://earli-sig1-conference.org/view-program.php

Conference Contribution - Published proceedings: Abstract

Berg, D., & Smith, L. F. (2014). Assessment of teacher self-efficacy beliefs and concerns about teaching of graduating preservice teachers in New Zealand. Proceedings of the 7th Educational Psychology Forum: Working Together to Create Positive Futures. Retrieved from http://www.eenz.com/epf/

Conference Contribution - Published proceedings: Abstract

Berg, D., Gunn, A., Hill, M., & Haigh, M. (2014). Constructing the academic category of teacher educator in university recruitment processes in Aotearoa New Zealand. Proceedings of the Joint Australian Association for Research in Education and New Zealand Association for Research in Education (AARE-NZARE) Conference: Speaking Back Through Research. Retrieved from http://aare-nzare2014.com.au/

Conference Contribution - Published proceedings: Abstract

Berg, D., & Smith, J. (2014). Teachers-in-training definitions of the 'ideal' teacher. Proceedings of the 7th Educational Psychology Forum: Working Together to Create Positive Futures. Retrieved from http://www.eenz.com/epf/

Conference Contribution - Published proceedings: Abstract

Berg, D., Kendall-Smith, M., & Lipnevich, A. (2013, November). Receptivity to feedback: How we perceive what we receive. Verbal presentation at the New Zealand Association for Research in Education (NZARE) National Conference: Creativity in Research: Generative Inquiries for Educational Futures, Dunedin, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs

Berg, D., Kendall-Smith, M., Paris, J., & Smith, J. (2013, November). Relationship between university students study habits and achievement on differently structured assessments. Verbal presentation at the New Zealand Association for Research in Education (NZARE) National Conference: Creativity in Research: Generative Inquiries for Educational Futures, Dunedin, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs

Smith, J. K., Berg, D. A. G., Allan, R., & Gilmore, A. (2012). Practical and conceptual issues of dimensionality in writing assessment. Proceedings of the American Educational Research Association (AERA) Annual Meeting. Retrieved from http://www.aera.net/

Conference Contribution - Published proceedings: Abstract

Berg, D. A. G., & Smith, L. F. (2011). Preservice teachers' teacher efficacy beliefs and concerns about teaching in Malaysia, New Zealand, and England. Proceedings of the American Educational Research Association (AERA) Annual Meeting. Retrieved from http://www.aera.net/

Conference Contribution - Published proceedings: Abstract

Berg, D. (2010, September). An international comparative study of the teacher efficacy beliefs and concerns about teaching of pre-service teachers in New Zealand, Malaysia, Hong Kong, and England. Verbal presentation at the British Education Research Association (BERA) Annual Conference, Coventry, UK.

Conference Contribution - Verbal presentation and other Conference outputs

Berg, D. (2009, July). An international comparative study of the teacher efficacy beliefs and concerns about teaching of pre-service teachers in New Zealand, Malaysia, Hong Kong, and England. Verbal presentation at the Researching Professionals Symposium, Dunedin, New Zealand.

Conference Contribution - Verbal presentation and other Conference outputs

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