Juliana Ryan

Lecturer, Teacher Education and Ethics

La Trobe University

Australia

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About

Juliana Ryan is a Lecturer in Teacher Education and Ethics at La Trobe University in Australia. Her research focuses on teacher readiness, co-design methodologies in education, and the professional identities of career practitioners. Recent articles examine stakeholder perceptions of preservice teachers, the implications of graduate readiness in challenging school contexts, and youth participatory action research in post-secondary transition programs.

Articles (20)

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2025

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2024

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2023

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2023

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2023

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2023

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2022

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2022

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2021

Collaborators (12)

Carla Nascimento Luguetti

Victoria University

AUSTRALIA

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Lucas Walsh

MONASH UNIVERSITY

AUSTRALIA

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Kerri Anne Garrard

Lecturer in Humanities

Deakin University

AUSTRALIA

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Susie Macfarlane

Associate Professor; Associate Director, Learning Innovation (Health)

Deakin University

AUSTRALIA

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Bronwyn Elisabeth Wood

Assoc Professor

Victoria University of Wellington

NEW ZEALAND

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Danielle Hitch

AUSTRALIA

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Margaret Bearman

Deakin University

AUSTRALIA

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Matthew Krehl Edward Thomas

Director of Professional Practice

Deakin University - Melbourne Burwood Campus

AUSTRALIA

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Steve Murphy

Charles Sturt University

AUSTRALIA

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Claire Brown

Victoria University

AUSTRALIA

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Susan Mate

Lecturer Career Development

James Cook University

AUSTRALIA

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Rosalyn Black

Deakin University

AUSTRALIA

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Juliana Ryan

Research Interests

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About

Articles (20)

Stakeholder perceptions and experiences of preservice teachers’ professional readiness: some implications for initial teacher education

Perspectives on graduate teacher ‘readiness’ from principals of ‘hard-to-staff’ Australian schools

Context matters: rethinking graduate teacher readiness for hard-to-staff schools

Resisting neoliberalism: teacher education academics navigating precarious times

‘We don’t value teaching as much as we should’: tracing ‘teacher’ professional identity in critical times

‘I want to scream it from the rooftops now […] there are other pathways’: What young people learned from a co-designed post-secondary transition programme

Re-storying career practitioners’ professional identities as career and employability specialists through an online WIL capstone

Re-storying career practitioners’professional identities ascareer and employability specialists through an online WIL capstone

Resisting neoliberalism: teacher education academics navigating precarious times

‘We don’t value teaching as much as we should’: tracing ‘teacher’ professional identity in critical times

Re-authoring career narratives: exploring identity in contemporary careers practice

Re-authoring career narratives: exploring identity in contemporary careers practice

‘It wasn’t adults and young people […] we’re all in it together’: co-designing a post-secondary transition program through youth participatory action research

Promoting equity by illuminating academic roles and identities in teaching students from diverse backgrounds

‘It wasn’t adults and young people […] we’re all in it together’: co-designing a post-secondary transition program through youth participatory action research

Ambiguities and tensions in the construction of ‘global’ graduates

“Everybody’s talking about doing co-design, but to really truly genuinely authentically do it […] it’s bloody hard”: Radical openness in youth participatory action research

Discourses of artificial intelligence in higher education: a critical literature review

University leadership as engaged pedagogy: A call for governance reform

Moving beyond ‘acts of faith’: effective scholarships for equity students

Collaborators (12)

Carla Nascimento Luguetti

Lucas Walsh

Kerri Anne Garrard

Susie Macfarlane

Bronwyn Elisabeth Wood

Danielle Hitch

Margaret Bearman

Matthew Krehl Edward Thomas

Steve Murphy

Claire Brown

Susan Mate

Rosalyn Black

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