Sindu George

Dr Sindu George

Senior Lecturer
National school of Education

Areas of expertise: quantitative research; mixed method research; teacher motivation; self-efficacy; goal orientations; inclusive education; challenging behaviours; classroom management; science education; STEM education

Phone: +61 03 9953 3625

Email: sindu.george@acu.edu.au

Location: ACU Melbourne Campus

ORCID ID: 0000-0003-3776-9705

Sindu George is a Senior Lecturer in the Faculty of Education at Australian Catholic University, Melbourne. She has taught across primary, secondary and tertiary contexts in Australia, the UK, and India. Sindu's main research interests are teacher motivations, self-efficacy, goal orientations, STEM education, and inclusive education. She has experience in both quantitative and qualitative research methods. Her current research projects include 'Transitioning into Teaching Profession - Challenges and Opportunities' and an international project comparing career motivations and aspirations of preservice teachers across India, Europe, and Middle East.

Select publications

Journals/ Book chapters

• Adams, M., & George, S. (2022). Inter-professional collaboration: Building relational understanding. Journal of Education for Teaching, 1-https://doi.org/10.1080/02607476.2022.2070001
• Fitzgerald, A., Cooper, R., Adams, M., & George, S. V. (2022). From sex education to slimy snails: Teacher educators' perspectives of how humour breaks down barriers to science learning and teaching. In K. Vaidya (Ed.), "Teach science with a sense of humor: Why (and how to) be a funnier and more effective science teacher and laugh all the way to your classroom?" Curious Academic Publishing.
• Adams, M., Cooper, R., Fitzgerald, A., & George, S. (2021) Hidden, yet in demand: Voices of Principals who are governing deliberately different Australian schools. In N. S. K. Pang & P. W. K. Chan (Eds.), School Governance in Global Contexts: Trends, Challenges and Practices. Routledge.
• Suryani, A., & George, S. (2021). "Teacher education is a good choice, but I don't want to teach in schools." An analysis of university students' career decision making. Journal of Education for Teaching, 47(4), 590-604 https://doi.org/10.1080/02607476.2021.1903304
• Adams, M., Brooks, T., Fitzgerald, A., George, S., & Cooper, R. (2021). Innovative Uses of Visual Technologies in Initial Teacher Education: Changing Policy to Support Practice during covid-19: Visual Technologies as a Panacea for Social Isolation. Video Journal of Education and Pedagogy, 1-https://doi.org/10.1163/23644583-bja10016
• Smith, K., George, S. V. & Mansfield, J., (2020). What do primary teachers think about STEM education? Exploring cross-cultural perspectives. In A. Fitzgerald, C. Haeusler, & L. Pfeiffer (Eds.), More than coding: Unraveling contemporary approaches to STEM education in primary classrooms. UK: Routledge.
• George, S. V., & Swan, P. A. (2020). Preface to the special issue. Australian Educational Researcher, 47(3), 377-https://doi.org/https://doi.org/10.1007/s13384-020-00392-x
• George, S. V., & Richardson, P. W. (2019). Teachers' goal orientations as predictors of their self-reported classroom behaviours: An achievement goal theoretical perspective. International Journal of Educational Research, 98, 345-doi:https://doi.org/10.1016/j.ijer.2019.09.011
• George, S. V., Richardson, P. W., & Watt, H. M. G. (2018). Early career teachers' self-efficacy: A longitudinal study from Australia. Australian Journal of Education, 62(2), 217-doi:10.1177/0004944118779601
• Sharma, U., & George, S. (2016). Understanding teacher efficacy to teach in inclusive classrooms. In D. Pendergast & S. M. Garvis (Eds.), Teacher efficacy in the Asia Pacific context. UK: Sense Publishers.
• George, S., Richardson, P., & Dorman, J. P. (2015). Teacher self-efficacy: A thriving area of research. In C. M. Rubie-Davies, J. M. Stephens & P. Watson (Eds.), The Routledge international handbook of social psychology of the classroom (pp. 350-360). UK: Routledge.
• George, S. (2013). Teachers' goal orientations and conceptions of teaching and learning: An exploratory study. International Journal of Pedagogy and Curriculum, 19(3), 109-118.
• George, S. (2010). Influence of home environment on self-derogation among higher secondary school students in a developing country. International Journal of Behavioural Sciences, 25(1-2), 55-63

Edited Special Issue - Journal

• George, S. V., Watt, H. M. G., Swan, P., & Parker, P. (Eds.). (2020). Quantitative Methodology and Analysis for Survey Research in Education. Australian Education Researcher (Special Issue).
• Recent Conference Presentations (2018-22)
• Adams, M., & George, S.V. (2022). From teacher education to teaching - How can we make the transition smoother and more effective? . Australian Teacher Education Association Conference (ATEA) 2022, Virtual, Online.
• Adams, M., Cooper, R., Fitzgerald, A., George, S., & Gunstone, R. (2021). Principal's perspectives on improving the quality of schools for students with complex needs. Abstract from Teacher Quality and School Improvement, Virtual, Online, https://bnu-durham-monash.education/mu-ps-09-adams-cooper-fitzgerald-george-gunstone/
• Adams, M., George, S., Swan, P., Cooper, R., Fitzgerald, A., & Gunstone, R. (2021). Transitions into the teaching profession: 'Do I stay or do I go?'. 61-Australian Teacher Education Association Conference 2021, Brisbane, Australia. https://atea20.wildapricot.org/resources/ATEA%20conference%20booklet%20v12.pdf
• George, S. V., Smith, K., & Mansfield, J. (July, 2019). Primary teachers' perceptions and current understandings of STEM education: A cross-cultural analysis. Paper presented at the ASERA Annual Conference, Queenstown, New Zealand, July 15-20.
• George, S. V., Richardson, P.W., & Watt, H. M. G. (Aug, 2019). Early career teachers' self-efficacy: The unrealistic optimism revisited. Paper presented at the EARLI Biennial Conference, Aachen, Germany, Aug 10-16
• George, S. V., Viljaranta, J., Gratacos, G, & Thornby, J. (Aug, 2019). Preservice teachers' career entry motivations and perceptions: An international comparison. Paper presented at the EARLI Biennial Conference, Aachen, Germany, Aug 10-16
• George, S. V. (July, 2018). Career entry motivations and perceptions of Indian preservice teachers. Paper presented at the ISSBD Biennial Conference, Gold Coast, Australia, July 15-20.
• George, S. V. (July, 2018). Why a teaching career? FIT-Choice findings from India. Paper presented at the AARE Annual Conference, Sydney, Australia, Dec 02-06.
• Invited Lectures (Recent)
• George, S. V. (Nov 28, 2019). Improving student engagement through innovative teaching strategies. Professional learning programme for the Department of Education and Training, Hanoi, Vietnam, Monash University, Melbourne, Nov 28.
• George, S. V. (Oct 1, 2019). Quantitative research: An introduction. Invited workshop at 2019 Spring School, Faculty of Education, Monash University, Sept 30 - Oct 2.
• George, S. V. (July 7, 2018). Quantitative survey method in educational research. Invited workshop at 2018 AARE Theory Workshops, Melbourne, July 6- July 8
• George, S. V. (Sept 6, 2017). Why a teaching career? An exploratory study of Indian preservice teachers' career motivations. Invited lecture at 2017 Fall Lecture Series, University of Eastern Finland, Joensuu, Finland. (https://www.uef.fi/en/web/line/line-seminar-series)

Media Release /Coverage

• Five years for teachers to feel confident. Education Today. Retrieved from http://www.educationtoday.com.au/news-detail/Five-years-for-teachers-to-feel-confident-4181
• Early career teachers bouncing back. The Educator. Retrieved from https://www.theeducatoronline.com/k12/news/early-career-teachers-bouncing-back--study/254941
• Hope for struggling junior teachers. The Educator Online. https://issuu.com/keymedia/docs/te4.04_hr-ipad
• Teacher self-efficacy rises after five years on the job. Education HQ. Retrieved from https://educationhq.com/news/teacher-self-efficacy-rises-after-five-years-on-the-job-study-51621/

Projects

• 2019 - current: Transitioning into teaching - Challenges and Opportunities
• 2019 -2020: Transforming teaching practice to support preservice teachers' management of challenging student behaviours in school classrooms (Funded by Monash Education Academy, $5,000.00)
• 2019-2020: Building leadership for change through school immersion (Funded by the Ministry of Education, Kingdom of Saudi, $126,000.00
• 2018: Quantitative research methodology summit (AARE Strategic Initiative grant, $10,000)
• 2018-2019: Primary teachers' perceptions and current understanding of STEM education (Funded by Monash Maths-Science-Technology academic community, $9000.00 + $2,000 top up scholarship)
• 2017-2020: Teaching motivations and career aspirations of STEM teacher education students in different contexts - India, Spain, UK, and Finland (Funded by Monash Faculty of Education Dean's award, $13,180.00)
• 2016-2017: An exploratory study of entry motivations of preservice teachers in India (Funded by Monash Faculty of Education, Seeding Grant, $5,000)

Accolades

• 2020 - Monash VC's nomination for diversity and inclusion award
• 2019 - Monash Faculty of Education Dean's recognition for exceptional contribution to faculty research activities
• 2017 - Dean's (Monash Faculty of Education) Award for Partnership Development
• 2014 - Post-graduate publication award
• 2013 - Australian Association for Research in Education Early Career Researcher ACDE-AARE award
• 2012-14 - Australian Postgraduate Award PhD scholarship
• 2011 - Monash University Nomination for Prime Minister's Endeavour Award
• 2002- National Fellowship (NET-JRF) University Grants Commission, India

Appointments

Appointments (in Australia)

• Senior Lecturer, Faculty of Education and Arts, ACU, 2020 July - current
• Lecturer, Faculty of Education, Monash University, 2017 - 2020 July
• Teaching Associate, Faculty of Education, Monash University, 2015-2016
• Research Assistant, Faculty of Education, Monash University, 2010-2016

Current Professional Affiliations

• Australian Tertiary Education Association (ATEA) - 2020 onwards
• European Association for Research in Learning and Instruction (EARLI) -2013 onwards
• Australian Association for Research in Education (AARE) - 2010 onwards
• Victorian Institute of Teaching (VIT) - 2009 onwards

Editorial roles

• Editorial Board Member - Australian Journal of Education, 2016- current
• Lead Guest Editor - The Australian Educational Researcher, 2020 Special issue
• Associate Editor: The International Journal of Pedagogy and Curriculum, 2013
• Associate Editor: International Journal of Behavioural Sciences, 2011

International journal review panels

• AERA - Open (2017 onwards)
• Australian Journal of Education (2017 onwards)
• The Australian Educational Researcher (2018 onwards)
• Teaching andTeacher Education (2019 onwards)
• Review of Educational Research (2019 onwards)
• SAGE online journals (2021 onwards)