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Teaching commitmentResearch InterestsInitial teacher education and teachers' continuing professional learning
Early childhood curriculum and policy
Sociocultural and cultural-historical activity theoretical analyses of collective forms of teacher knowledge and practice; symbolic interactionism
SupervisionFour PhD students
Six students completing MEd by Research
EditorialMember of Editorial Boards of:
Early Childhood Folio
The First Years: New Zealand Journal of Infants and Toddlers
Curriculum Matters
PublicationsEdwards, S., & Nuttall, J. (Eds.) (2009). Professional learning in early childhood settings. Rotterdam, The Netherlands: Sense Publishers
Murray, S., Nuttall, J., & Mitchell, J. (2008). Research into initial teacher education in Australia: a survey of the literature 1995-2004. Teaching and Teacher Education.
White, J., & Nuttall, J. (2007). Expanding intersubjectivity: The potential of Bakhtinian dialogism to inform narrative assessment in early childhood education. The First Years: Journal of Infant and Toddler Education
Mitchell, J., Clarke, A., & Nuttall, J. (2006). Co-operating teachers perspectives under scrutiny: A comparative analysis of Australia and Canada. Asia Pacific Journal of Teacher Education, 35(1), 5-25.
Nuttall, J., Mitchell, J., & Seddon, T. (2006). Changing research contexts in teacher education in Australia: charting new directions. Asia-Pacific Journal of Teacher Education, 34 (3), 321-332.
Nuttall, J. (2006). Listening to Ngaire: Teacher negotiation of the personal and the institutional in childcare. Teacher and Teaching: Theory and Practice (Special Issue: Teachers Lives).
Nuttall, J. (2005). Pathway to the future? Doing childcare in the era of New Zealands early childhood Strategic Plan. Institute for Early Childhood Studies Research and Policy Series, No. 4. Wellington, New Zealand: Victoria University of Wellington.
Nuttall, J. (2004). Negotiating reality in early childhood curriculum: The social psychology of teaching as a group. New Zealand Journal of Educational Studies, 39(1), 39-53.
Nuttall, J., & Edwards, S. (2004). Theory, context, and practice: Exploring the curriculum decision-making of early childhood teachers. Early Childhood Folio, 8, 14-18.
Nuttall, J. (2003). Influences on the co-construction of teacher role in early childhood curriculum: Some examples from a New Zealand childcare centre. International Journal of Early Years Education, 11(1), 23-31
Nuttall, J. (2002). Early childhood curriculum in theory, ideology and practice: Using Te Whriki. Delta, 54(1&2) 91-104.
Nuttall, J. (2004). Letter from Melbourne. Early Education, 35, 7-8.
Nuttall, J. (2002). Negotiating the meaning of curriculum can we awaken the sleeping beauty? Early Education, 28, Autumn 2002.
Nuttall, J. (2003). Weaving Te Whriki: Aotearoa New Zealands early childhood curriculum document in theory and practice. Wellington, New Zealand: New Zealand Council for Educational Research.
Nuttall, J. (2003). Introduction. In J.Nuttall (Ed.) Weaving Te Whriki: Aotearoa New Zealands early childhood curriculum document in theory and practice. Wellington, New Zealand: New Zealand Council for Educational Research.
Nuttall, J. (2003). Exploring the role of the teacher within Te Whriki: Some possibilities and constraints. In J.Nuttall (Ed.) Weaving Te Whriki: Aotearoa New Zealands early childhood curriculum document in theory and practice (pp.161-186). Wellington, New Zealand: New Zealand Council for Educational Research.
McMenamin, T., Millar, R., Morton, M., Mutch, C., Nuttall, J. & Tyler-Merrick, G. (2004). Final report to the Ministry of Education on curriculum policy and special education. Christchurch, New Zealand: Christchurch College of Education.
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