Susie is a Senior Lecturer in Early Childhood Education with more than 20 years’ experience across preschool, school, university and government contexts in South Australia. She holds a Bachelor of Early Childhood Education from the University of South Australia, a Master of Gifted Education from Flinders University and a PhD in Early Childhood Education from the University of South Australia. Her research expertise centres on early childhood pedagogy, teacher self-efficacy, teacher practice and workforce capability, with a particular focus on understanding the factors that influence educators’ capacity to support young children’s learning, development and wellbeing.
 
Susie’s research employs predominatly qualitiative methodologies, informed by Social Cognitive Theory and Ecological Theory. She is interested in investigating the sources and development of early years teachers’ self-efficacy and how these beliefs shape their teaching practice. Her doctorial research conceptualised an Ecological Framework for Teacher Self-Efficacy Development, which situates teacher self-efficacy within an enabling ecological system. This work provides a foundation for understanding how professional, organisational and contextual factors can strengthen teachers’ self-efficacy beliefs and capabilities.
 
This research expertise is complemented by extensive experience in early childhood workforce development and policy reform. In 2023, Susie contributed as an expert witness to the Royal Commission into Early Childhood Education and Care and through multiple submissions,  informed the Commission’s 43 recommendations. She subsequently undertook a secondment to the Office for Early Childhood Development, contributing to the implementation of the Royal Commission’s recommendations. She has also undertaken commissioned research and reports, policy submissions and expert advisory work, enabling her research to contribute directly to early childhood policy and workforce reform.
 
Susie’s research is characterised by a strong connection between evidence, professional practice and policy. Through her research and initial teacher education work, she contributes to building the evidence base for strengthening early childhood educator capability, professional practice and workforce sustainability. Her work seeks to understand not only what supports effective early childhood practice, but also the individual, relational, organisational and systemic conditions required to enable educators to enact that practice.