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School of Education and Professional Studies

Professional Learning Hub



I am a qualitative researcher with a focus on teacher education, innovation in partnership, work-integrated learning, professional experience and mentoring, and teacher identity

Associate Professor Jeanne Allen has worked in tertiary teacher education since 2005 after spending an extensive career in secondary teaching and school leadership, both overseas and in Australia. Her secondary teaching areas were French and English and she has continued to do research in French literature in addition to her primary areas of research interest in teacher education. Jeanne was a Chief Investigator of a large ARC-funded project into student retention (2012-2015) and a member of the OLT-funded “Project Evidence” extension team (2014-2015). She was an Associate Editor for Higher Education Research and Development (2010-2015) and is a Co-Editor Elect of the Asia-Pacific Journal of Teacher Education. She also sits on the Editorial Board of Linguistics, Culture and Education. Jeanne is a member of the Griffith Institute for Educational Research and is Leader of the Innovation in Teacher Education Theme.

Associate Professor Jeanne Allen

School of Education and Professional Studies

Teacher Education

Fields of Expertise

  • Innovation in Partnership
  • Professional Experience and Mentoring
  • Teacher Education
  • Teacher Identity
  • Work-integrated Learning

Speeches, Seminars and Presentations

  • At Deakin University (2014-15), Jeanne initiated and led the design, development and delivery of an evidence-based mentor professional learning program for pre-service teachers in schools and early childhood centres across the state of Victoria
  • In 2014, she facilitated the school-wide implementation of the pedagogical framework Dimensions of Learning at Calvin School, Kingston, Tasmania
  • Jeanne delivered the keynote address, entitled Managing diverse behaviours in tertiary classes, at the University of Technology Sydney's 2011 Insearch Conference.

Industry Experience

Jeanne’s work in teacher education in four universities across three Australian States has provided her with first-hand experience in, and a sound understanding of educational stakeholder needs in the national arena. She has held a number of leadership positions in the university sector and serves on numerous institutional and external Education Boards and Committees. International partnerships include a cross-disciplinary (Education, Medicine) team of scholars across three countries (UK, India, Australia), studying ways in which tertiary students understand and negotiate the links between the theory and practice of their professional degrees.

  • Professional Memberships: American Education Research Association, Australian Association for Research in Education, Australian Teacher Education Association, British Education Research Association, European Educational Research Associaiton, University of Melbourne Alumni

Research Expertise

Jeanne’s primary areas of research interest are in Teacher Education, including: theory and practice integration and assessment; professional experience, policy and practice; school-university-industry partnership; work-integrated learning; the development of mentoring processes and practices in standardised educational contexts; and early career teacher identity. She has also continued to do French-English translation and research in French literature, with a particular interest in French writers in the Australian colonial period.

  • · (2018). The Australian works of Celeste de Chabrillan as first-hand accounts of life in the 1850s. QHistory, 2018, 48–52.
  • · (2018). Understanding classroom management. In Learning to Teach in a New Era (pp. 275–308).
  • · (2018). Learning to Teach in a New Era. Learning to Teach in a New Era.
  • · (2018). Teaching in the 21st century. In Learning to Teach in a New Era (pp. 9–36).
  • · (2018). Exploring the influence of multi-field classroom observations on early career teachers professional practice. Teaching and Teacher Education, 73, 192–202.

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