A Charles Darwin University (CDU) researcher has found there needs to be more clarity and communication about possible pathways into teaching to increase the number of First Nations teachers in the Northern Territory.
Growing up watching her Mum teach secondary school English in China, it was only a matter of time before Sunny followed in her mum's footsteps to study teaching in Australia at CDU. What she found was more than just a classroom.
Assessments are the way that teaching staff are able to assess your knowledge and understanding of a unit.
At CDU improving our sustainability and contributing to Global progress against the United Nations’ Sustainable Development Goals is embedded across our research, teaching and operations, and community engagement.
The sky’s the limit for a Charles Darwin University (CDU) arts alumnus who is now teaching visual and digital skills at a Darwin-based game design company.
Teaching accounting to students as far afield as Zambia, Botswana and Vanuatu has helped see a Charles Darwin University Lecturer receive a prestigious national award – the first person from the Northern Territory to be awarded it in over a decade.
For Qiujianni Fan (Jenny), the Australian lifestyle was a big factor in her decision to study in Australia. But it was also Jenny’s lifelong ambition of becoming a teacher and the uniqueness of the Territory that gave her the push to study teaching at CDU and fulfil her dream.
The Network of Indigenous Partnerships (NIP) membership is open to Aboriginal and Torres Strait Islander students, staff, alumni and members of the broader Aboriginal and Torres Strait Islander Community who collaborate with us to support Indigenous Leadership.
The Commonwealth Prac Payment (CPP) is a government program that offers eligible nursing, midwifery, teaching and social work students financial support while undertaking mandatory placements. This support will enable them to gain practical experience and develop professional competence without feeling financial stress.
My research is situated within health professions education, with a focus on assessment quality, curriculum design, learner development, and faculty capacity building in medical and allied health programs. I have conducted and published work on clinical competence assessment, MCQ and OSCE design, educational environments, learner agency, culturally responsive teaching and assessment, and the use of technology-enhanced learning in health education.