Helen Stephenson

Dr Helen Stephenson

Lecturer

School of Education

College of Education, Behavioural and Social Science

Eligible to supervise Masters and PhD (as Co-Supervisor) - email supervisor to discuss availability.

Helen Stephenson is a Lecturer in Professional Experience with Education Futures at University of South Australia. Her research interests are focused on 'in practice' teaching and learning, particularly student engagement in professional experiences and applied theories in educational settings. 

Soong, H., McDonaled, S., Vieira, M., French, M., Maher, K., and Stephenson, H. Resasserting care in higher education: Perspectives from female early and mid-career researchers. (2024). Asia-Pacific Journal of Teacher Education. https://doi.org/10.1080/01596306.2024.2441205

Stephenson, H., Lawson, M., Ngyuen, L.A., Kang, S., Vosniadou, S., Murdoch, C., Graham, L., & White, E. (2024). Helping teacher education students’ understanding of self-regulated learning and how to promote self-regulated learning in the classroom. Submitted to Frontiers in Education. https://doi.org/10.3389/feduc.2024.1451314

Vosnadiou, S., Bodner, E., Stephenson, H., Jeffries, D., Lawson, M.L., Darmawan, I.G.N.,  Kang, S., Graham, L., & Dignath, C. (2024). The promotion of self-regulated learning in the classroom: An observation study. Metacognition and Learning. https://doi.org/10.1007/s11409-024-09374-1

Vosniadou, S., Lawson, M.J., Bodner, E., Stephenson, H., Jeffries, D., & Darmawan, I.G.N. (2023). Using an extended ICAP-based coding guide as a framework for the analysis of classroom observations. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2023.104133

Lawson, M.J., Van Deur, P., Scott, W., Stephenson, H., & Wyra, M. (2023). The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2023.104043

Vosnadiou, S., Lawson, M.J., Stephenson, H., & Bodner, E. (2021). Teaching students how to learn: Setting the stage for lifelong learning. Educational Practices Series, (33). IBE-UNESCO. http://www.ibe.unesco.org/en/news/teaching-students-how-learn-setting-stage-lifelong-learning-educational-practices-series-33

Year Citation
2025 Soong, H., McDonald, S., Vieira, M., French, M., Maher, K., & Stephenson, H. (2025). Reasserting care in higher education: perspectives from female early and mid-career researchers. Discourse, 46(4), 566-581.
DOI Scopus1 WoS2
2025 Vosniadou, S., Stephenson, H., Lawson, M. J., & Jeffries, D. (2025). A professional development program that combines direct with indirect promotion of self-regulated learning for secondary school teachers. Behavioral Sciences, 15(11, article no. 1512), 1-24.
DOI
2025 Shi, W., Barthakur, A., Kovanović, V., Stephenson, H., Siemens, G., & Han, X. (2025). Examining practicums within initial teacher education programs: Understanding the dimensions of professional development of pre-service teachers. Studies in Educational Evaluation, 85(101461), 13 pages.
DOI
2024 Stephenson, H., Lawson, M. J., Nguyen Khoa, L. A., Kang, S. H. K., Vosniadou, S., Murdoch, C., . . . White, E. (2024). Helping teacher education students' understanding of self-regulated learning and how to promote self-regulated learning in the classroom. Frontiers in Education, 9(1451314), 1-13.
DOI Scopus1
2024 Vosniadou, S., Bodner, E., Stephenson, H., Jeffries, D., Lawson, M. J., Darmawan, I. N., . . . Dignath, C. (2024). The promotion of self-regulated learning in the classroom: a theoretical framework and an observation study. Metacognition and Learning, 19(1), 381-419.
DOI Scopus15 WoS10
2023 Lawson, M. J., Van Deur, P., Scott, W., Stephenson, H., Kang, S., Wyra, M., . . . Graham, L. (2023). The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design. Teaching and Teacher Education, 125(104043), 104043.
DOI Scopus11 WoS8
2023 Vosniadou, S., Lawson, M. J., Bodner, E., Stephenson, H., Jeffries, D., & Darmawan, I. G. N. (2023). Using an extended ICAP-based coding guide as a framework for the analysis of classroom observations. Teaching and Teacher Education, 128(104133), 104133-1-104133-13.
DOI Scopus16 WoS9
2018 Stephenson, H., Giles, D., & Bissaker, K. (2018). The power of hermeneutic phenomenology in restoring the centrality of experiences in work-integrated learning. International Journal of Work-Integrated Learning, 19(3), 261-271.
Scopus2 WoS3
2016 West, D., & Stephenson, H. (2016). SANTPEN's SoTL Journey: building and using a SoTL approach across institutions. Journal of the Scholarship of Teaching and Learning, 16(5), 1-16.
DOI

Year Citation
2019 Bissaker, K., Kupke, S., Dawadi, D., Pokhrel, K., Alexander, V., Shearer, J., . . . Nawab, A. (2019). The power of an effective community in creating networked researchers: outcomes beyond a thesis. In M. Dollinger (Ed.), Source details - Title: Getting the most out of your doctorate: The importance of supervision, networking and becoming a global academic (pp. 63-82). UK: Emerald Publishing.
DOI Scopus1
2015 Smigiel, H., Macleod, C., & Stephenson, H. (2015). Managing Competing Demands in the Delivery of Work Integrated Learning: An Institutional Case Study. In Professional and Practice Based Learning (Vol. 10, pp. 159-172). Springer Netherlands.
DOI Scopus8

Courses I teach

  • EDUC 2062 Professional Experience 2: Curriculum and Pedagogy (2025)
  • EDUC 3086 Professional Experience 3: Informed Planning (HP) (2025)
  • EDUC 4245 Professional Experience 4 (Honours): Inquiry into Practice (2025)
  • EDUC 2062 Professional Experience 2: Curriculum and Pedagogy (2024)
  • EDUC 3086 Professional Experience 3: Informed Planning (HP) (2024)
  • EDUC 4245 Professional Experience 4 (Honours): Inquiry into Practice (2024)

Date Role Research Topic Program Degree Type Student Load Student Name
2025 Co-Supervisor - - Doctorate Full Time Mrs Erin Louise Mann
2023 Co-Supervisor - - Doctorate Full Time Ms Rebecca Burton-Howard

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