Rate My Professor Helen Grimmett

Helen Grimmett serves as a Lecturer in the School of Curriculum, Teaching and Inclusive Education, Faculty of Education, at Monash University’s Peninsula Campus. With a robust background in primary education, she previously taught as both a generalist primary teacher and a music specialist across a variety of suburban, rural, government, and independent primary schools. Her experience extends to the educational publishing industry, where she engaged in writing, editing, and consulting on teacher resource books. Grimmett earned her PhD from the Faculty of Education in 2012, culminating in the publication of her book, The Practice of Teachers' Professional Development: A cultural-historical approach in 2014. Since joining Monash University as a Lecturer in 2013, she has focused on advancing teacher education through innovative practices.

Grimmett's research interests encompass sociology, history, and philosophy of education; cultural-historical theory; interventionist methodologies; teachers' professional development and learning; creative pedagogies; primary education; arts education; transforming teaching and learning; and professional experience in teacher education. Notable contributions include developing innovative professional experience models for preservice teachers via school partnerships and dialogic pedagogical practices. She teaches in areas such as creative arts and generalist primary curriculum and pedagogy, serving as unit coordinator for EDF4033 - Innovation in curriculum and pedagogy in schools. Key publications feature the edited book Ludic Inquiries Into Power and Pedagogy in Higher Education: How Games Play Us (2025, Routledge), chapters like "Ludic lessons in liminality: a provocation from playing Solitaire" (2025) and "Game on! Collaborative research and resistance through play" (2022), and peer-reviewed articles such as "Tangly tendrils of radical influence: a poetic Oral History inquiry of Huntingdale Technical School as an example of radical education" (2025), "Becoming-unhinged: Walking with vulnerability as a methodology of co-creating and reconnecting new forms of knowledge and possibilities" (2021), and "Teacher educators using cogenerative dialogue to reclaim professionalism" (2019). Her scholarship has garnered over 150 citations, influencing discussions on dialogic and creative approaches in teacher education.