Peta Salter

Dr Peta Salter, B.A.(Hons.), B.Ed., G.C.Ed.(Asian Studies), Ph.D., began her educational career as a secondary History and English teacher before commencing sessional employment with James Cook University, leading to doctoral studies and her current appointment in Education.

Peta’s teaching focuses on work-integrated learning approaches to enriching pre-service teachers’ efficacy and understandings of the contexts and communities in which they teach to support and develop classroom and community readiness. Recent projects include service learning curriculum and pedagogy design with a focus on critical global citizenship and student agency and the impact of Aboriginal and Torres Strait Islander teacher graduates on student success and school communities.

Peta’s teaching and scholarship have been recognised by way of a number of awards, including two JCU Citations and a National Citation for Outstanding Contributions to Student Learning.

Her current roles include Accreditation lead for Initial Teacher Education, and RATEP Academic Coordinator. RATEP is a sector-leading and award-winning community-based teacher education pathway for Aboriginal and Torres Strait Islander peoples supported by a partnership between TAFE Queensland, James Cook University and the Queensland Department of Education.

Current projects:

Project lead: Theorising 'responsiveness' in relation to 'practice' in Australian ITE (College of Arts, Society and Education Small Grants $23503.20).

Project team: She Maps Program Evalution (WISE Grant $65.000.00).

Recently completed projects:

Project lead: Evaluating the impact of the RATEP community-based teacher education pathway on Aboriginal and Torres Strait Islander student success.

Project Team: Supporting the construction of a scholarly identity for CASE undergraduate students (HEPPP priority grant $46,879.00)

Project team: Youth Research Grants Program (Queensland Government $200,000.00).

Currently, I am working on a number of projects in educational policy analysis and initial teacher education. This includes critical approaches to the development and enactment of education policy and expanding notions of professional experience and ‘classroom readiness’ beyond classroom walls to enrich pre-service teachers’ efficacy and understandings of the contexts and communities in which they teach.