EdD (Otago), PGDipArts (Otago), BEd (Otago), DipTchg (Otago)
I joined the University of Otago as a lecturer in 2000 having previously taught as a primary school teacher for twenty years in Dunedin, Auckland and London and Cambridge in the United Kingdom.
In May 2015 I graduated with my Doctorate in Education. My qualitative thesis underpinned by critical theory examined how to support preservice teachers' critically reflective practice using dialogue around their videotaped teaching practice. I employed HyperRESEARCH a qualitative data analysis tool and critical discourse analysis (CDA) to analyse how our dialogue did, or did not support shifts in preservice teacher's critically reflective practice as they discussed their videotaped teaching practice.
My current research platform includes projects around future focused literacy practices, critically reflective practice and in examining how the use of video supports preservice teachers to make theory to practice and practice to theory connections.
- Professional practice papers in the undergraduate primary teacher education programme and Master of Teaching and Learning Programme (primary)
- Literacy within a Bachelor of Arts paper
- Critical Literacy
- Critical Multiliteracies
- Reflective Practice
- Teacher Education
I have been a co-supervisor for EDUC and EDUX 490 and 590 papers focused around literacy.
2015 Doctorate of Education awarded with Distinction. My thesis is listed under the 2014 'Exceptional Doctoral Theses in the Division of Humanities':
Wells, T., Sandretto, S., & Tilson, J. (2023). Bridging the theory-practice divide in teacher education through process drama pedagogy: “You fully experience what you're learning”. Teaching & Teacher Education, 124, 103993. doi: 10.1016/j.tate.2022.103993
Wells, T., Sandretto, S., & Tilson, J. (2023). Metaxis moments prompted by authentic questions in primary classroom contexts. Research in Drama Education, 28(2), 195-209. doi: 10.1080/13569783.2022.2064738
Wells, T., Sandretto, S., & Tilson, J. (2023). Learning "what it's like to be someone else apart from yourself": Developing holistic empathy with process drama. Pedagogy, Culture & Society, 31(4), 809-825. doi: 10.1080/14681366.2021.1949633
Tilson, J., & Sandretto, S. (2022). “I haven’t earned the right to just play around with my literacy programme”: Strategies, tactics and policy actors/subjects. English Teaching, 21(2), 143-155. doi: 10.1108/ETPC-11-2020-0152
Sandretto, S., Tilson, J., & Shafer, D. (2022). Critical literacy praxis in Aotearoa New Zealand. In J. Z. Pandya, R. A. Mora, J. H. Alford, N. A. Golden & R. S. de Roock (Eds.), The handbook of critical literacies. (pp. 117-124). New York, NY: Routledge. doi: 10.4324/9781003023425-13