Dr Linda Bellen

PhD (UNDA), BTeach (EC)(Dist) (WSU), BSc (UNSW), Montessori Dip (3-7yrs), AssDipSocialSc, Cert IV (Training & Assessment)
Lecturer - Early Childhood Coordinator

Email: linda.bellen@nd.edu.au
Phone: (02) 8204 4400

  • Biography

    Linda Bellen is a lecturer in Early Childhood Education at the Sydney Campus of the University of Notre Dame Australia.

    After completing her Science degree, she moved to the United States where she attained her Montessori teaching diploma for children aged between 3-7 years and taught there for several years before returning to Australia. On her return, Linda completed further studies in early childhood education including a Bachelor of Teaching in Early Childhood (Distinction) from Western Sydney University.

    Her work as an early years educator in both Australia and the United States spanned over 15 years and involved teaching toddlers and pre-school aged children as well as gaining experience in overseeing out of school care programs. Since 2004, Linda has worked in a variety of roles in the tertiary sector and was awarded her PhD in 2017. Her doctoral thesis examined prior-to-school and school teacher beliefs and understandings of play-based pedagogy and pedagogic continuity across the transition to school process. She has presented at the Early Childhood Australia National Conference and also NSW Institute for Educational Research conferences.

    She has an active interest in contributing to pre-service teachers’ professional experience in early childhood services as well as continuing to publish on the topic of transition to school.

  • Teaching Areas

    • Pedagogy (early childhood)
    • Learning environments (early childhood)
    • Curriculum and planning (early childhood)
    • Learning and development (early childhood, primary, secondary)
    • Science education (early childhood)
    • Mathematics education (early childhood, early years primary)
    • Professional experience (early childhood)

    Undergraduate courses taught

    • EDUC1013 Learning Environments and Play in the Early Years
    • EDUC1006 Learning and Development
    • EDUC2042 Planning and Pedagogy in the Early Years
    • EDUC2006 Mathematical Foundations and Perspectives
    • EDUC2036 Professional Experience 2: Early Childhood

    Postgraduate courses taught

    • EDUC6010 Pedagogy, Programming and Planning in the Early Years

  • Research Expertise and Supervision

    Linda’s primary area of research examines the transition to formal schooling and pedagogic continuity using case study research.

    She is currently engaged in phenomenographic research in the area of professional experience and the mentoring of early childhood pre-service teachers. She is also part of a research team investigating the self-perception and readiness of UNDA primary teacher education students (TES) enrolled at the Sydney campus, as they prepare to teach primary school mathematics.

    Linda currently supervises 5 PhD candidates.

    Current research projects

    • Commenced 2019, Professional learning and the supervision of initial teacher education students in the early years. Dr Linda Bellen, Liz McKenna, Prof Lauren Stephenson. University of Notre Dame Australia - Learning and Teaching Office.
    • Commenced 2019, Exploring primary teacher education students’ self-perception of readiness to teach primary mathematics. Dr Thuan Thai, Dr Gregory Hines, Dr Linda Bellen, Rachelle Glynn. University of Notre Dame Australia - Learning and Teaching Office.

    Research grants

    • Dr Linda Bellen, Liz McKenna, Prof Lauren Stephenson, commenced 2019, Professional learning and the supervision of initial teacher education students in the early years ($3000). LTO SEED grant. Australia. UNDA Learning and Teaching Office.
    • Dr Thuan Thai, Dr Gregory Hines, Dr Linda Bellen, Rachelle Glynn, commenced 2019, Exploring primary teacher education students’ self-perception of readiness to teach primary mathematics ($3000). LTO SEED grant. Australia. UNDA Learning and Teaching Office.

    Current higher degree by research students

    • Christine Kassis, (PhD), The adult learner: Nature or nurture? A case study of teacher educators and teacher learners, co-supervisor Prof Kevin Watson
    • Michelle Hilton-Moon, (PhD), Teachers’ perceptions of group size in Australian centre-based early childhood education and care services, co-supervisor Dr Cynthia aBeckett
    • Rachelle Glynn, (PhD), ‘What gendered constructs exist about mathematics when students begin school in Australia?’, co-supervisor Dr Thuan Thai
    • Christine Gietz, (PhD), Talking the talk and walking the walk: Interrogating the relationship between institutional ethos and practice, co-supervisor Prof Kevin Watson
    • Frances McCarthy,(PhD), Aboriginal and Torres Strait Islander children: Investigating elements for a successful education model, co-supervisor Prof Marguerite Maher

  • Journal Articles and Proceedings

    Maher, M., & Bellen, L. (2015). Smoothing children's transition into formal schooling: Lessons learned from an early literacy initiative in remote Aboriginal communities in the Northern Territory, Australia. Early Childhood Education Journal, 43(1), 9-17. https://doi-org.ipacez.nd.edu.au/10.1007/s10643-013-0630-5

  • Professional Affiliations

    • Early Childhood Australia (ECA)
    • NSW/ACT Early Childhood Teacher Education Council (ECTEC)

  • Community Engagement

    • First and Further Year Experience Forums (UTS)