Dr Margie Appel
Position
Lecturer
Primary ITE Deputy Program Director
Affiliated Schools Liaison Team
Contact details
E: Margie.Appel@canberra.edu.au
T: tba
L: Building 6 Room D10
Biography
Dr Margie Appel has worked as a lecturer in the faculty of Education at the University of Canberra since 2018. She has worked for more than 20 years as a primary and high school teacher in Australia and has also taught in Denmark, Japan and a remote indigenous community in the NT. She has taught HPE at both primary and secondary levels as well as generalist primary, TESOL and Geography. Margie now teaches across many undergraduate and postgraduate teacher education subjects at UC as well as International and Comparative Education in UC’s program at Hangzhou Normal University in China.
Margie recently completed her doctorate at the University of Canberra entitled ‘Through the Doors of Intercultural Perception: An Exploration of Culturally Responsive Teaching in Australia and the Link to International Learning’. This mixed methods study explored the link between carefully scaffolded international immersion experience in teacher training and culturally responsive teaching in the classroom. Margie is continuing this research on culturally responsive teaching as chief investigator in an Affiliated Schools research project.
Research interests
- Teacher education
- Culturally responsive teaching
- Intercultural competence
- Teacher professionalism
- Indigenous ways of knowing, being and doing.
PUBLICATIONS | |
2023 (under review) | Appel, M & Lee, M., The Role of Study Abroad in Preparing Teachers for Multicultural Classrooms: The Case of English and Australian Teachers, Multicultural Education Review |
2022 | Hill, A., Appel, M., Fuentes, A. S., & Nixon, M. (2022). Book review: Creative universities: reimagining education for global challenges and alternative futures by Anke Schwittay. |
2021 | Mo, Y., Appel, M., Kim, J.W., & Lee, M.. Pre-Service Teachers’ International Study Experiences or In-Service Teachers’ Professional Learning Communities: What Comes into Play in Finnish Teachers’ Self-Efficacy in Multicultural Classrooms? Teachers and Teaching. (SSCI, UC Q1 Journal) |
2021 | McKinnon, K., Pamphilon, B., Hill, A., Appel, M., Caffery, J., Hill, D. Adapting Participatory Action Research methods during COVID-19: Lessons in trust, partnership and care. Frontiers |
2019 | Appel, M. (2019). Performativity and the demise of the teaching profession: the need for rebalancing in Australia. Asia-Pacific Journal of Teacher Education, 1-15. |
1991 | Lige Born leger bedst, Haslev Seminarium laerer journal, Naestved, Denmark – (article in Danish Haslev Teacher’s College- Translation – Equal children play better) |
Current Research projects
Lead Investigator Culturally Responsive Teaching in the ACT ($95,130) Affiliated Schools Grant, October 2023-March 2025
Collaborator Affiliated Schools Evaluation Project 2023
Professional membership:
ATEA (Australian Teacher Educator Association)
IAIR (International Academy of Intercultural research)
AARE (Australian Association for Research in Education)
ATEA (Australian Teacher Educator Association)
ACEN (Australian collaborative Education Network)
ACHPER (Australian Council for Health, Physical Education and Recreation) (ACT subcommittee secretary)
Award: 2020, University of Canberra Teaching Excellence Award: The Health and Physical Education Program Delivery Team
Orcid id:https://orcid.org/0000-0003-3113-694X
Research links to CSC
My research interests and expertise align with the Centre for Sustainable Communities, and I am currently involved in research, writing collaborations and teaching projects with existing members of CSC. I have been supported by the CSC throughout my doctoral studies and hope to join formally now I have been conferred.
In line with the CSC, a major interest of mine is the value of diverse ways of knowing, being and doing and transformational pedagogies. My doctoral research highlights the importance of learning and interacting with difference for the transformation of perspectives and the development of culturally responsive teaching pedagogies. To continue this work, I have just been granted $95.130 as lead researcher for an Affiliated Schools Research grant entitled Culturally Responsive Pedagogy ACT Action Research. CSC members Dr Ann Hill and Dr Moosung Lee will be Co-investigators on the project.
My interest in transformational pedagogies has led to work with Indigenous ways of knowing being and doing. I have been mentored by members Dr Benny Wilson and Dr David Spillman in their work with Country as Teacher. As part of their CIRI project, I have co-taught with these mentors in the faculty of Education’s Indigenous ways of knowing, being and doing units and have Indigenised the unit, Health and Wellbeing, under their guidance. I am currently collaborating with Dr Wilson, Dr Spillman and Dr Michael Davies to write a journal article about this process. I am also exploring transformative teaching and learning approaches in my teaching within the Health units for Health and Physical Education specialists in the faculty of Education.
My experience with participatory action research methods is also aligned to the CSC. My use of focus groups involving photo elicitation was the subject of my collaboration with CSC members Drs Katherine McKinnon, Barbara Pamphilon, Ann Hill, Jo Caffery and Deborah Hill in the journal article, Adapting Participatory Action Research methods during COVID-19: Lessons in trust, partnership and care in Frontiers journal.