Rate My Professor Philippa Marsh

Philippa Marsh is a Lecturer in the School of Education, College of Education, Behavioural and Social Sciences at Adelaide University. She holds a Bachelor of Education from the University of South Australia, where she began her career as a primary school teacher. Over 11 years, she accumulated extensive classroom experience in Department for Education and Children's Services (DECD), Catholic, and Independent schools. In 2013, she joined UniSA as a tutor for preservice teachers, leveraging her practical expertise to support teacher education. Her passion for this field led her to expand her teaching responsibilities across diverse courses and programs, fostering development among varied student cohorts.

A specialist in Humanities and Social Sciences (HaSS) education, Philippa lectures in HaSS across multiple education programs at Adelaide University. She coordinates Professional Experience 4 and supervises preservice teachers' placements, emphasizing real-world application. Her teaching includes key courses such as Humanities and Social Sciences Education (EDUC 2056), Professional Experience 4: Teacher as Inquirer (EDUC 4206), Professional Experience 4 (Honours): Inquiry into Practice (EDUC 4245), Reflexive Practice and Professional Experience 2: Inquiry into Practice (EDUC 5294), and Professional Experience 2: Curriculum and Pedagogy (EDUC 2062), delivered in 2024 and 2025. Philippa has contributed to academic literature through peer-reviewed book chapters. Notable works include co-authoring 'HASS in the early years: Connecting the Early Years Learning Framework and the Australian Curriculum' (2025, with J. Sisson and S. M. Akpovo, in Making Humanities and Social Sciences Come Alive: Early Years and Primary Education, 2nd ed., Cambridge University Press); 'Making lifeworld connections through critical pedagogies' (2024, with S. Hattam and H. Ovsienko); and 'Pedagogy informed by community expertise' (2024, with S. Corrie), both in Teaching to Transform Learning: Pedagogies for Inclusive, Responsive and Socially Just Education (Cambridge University Press). Her practitioner background enriches her contributions to teacher preparation.