Prismatic Editorial Team

Fiona Ell is an Associate Professor in the Faculty of Education and Social Work at the University of Auckland. She began her career as a primary school teacher before moving into teacher education and research. Fiona’s research is concerned with how people learn in complex social settings, such as schools, universities and communities. Fiona is involved in several national and international research projects that are investigating different elements of how new understandings, ideas and attitudes are developed and adopted by teachers and teacher candidates. Fiona is fundamentally interested in the practice of teaching and the experience of learning, and tries to keep her research focussed on questions that will improve educational outcomes for all learners.

Lisa Darragh is a lecturer in the Faculty of Education and Social Work at the University of Auckland. She was a primary school teacher both in Aotearoa, New Zealand and the far north of Canada before pursuing a PhD in mathematics education. Lisa’s research interests include mathematics learner and teacher identity, the impact of neoliberal policies on education and teacher professional learning in mathematics. Lisa has recently returned from a three-year Post-Doc at the University of Chile in Santiago, Chile where she was involved with professional learning of in-service teachers in collaborative problem solving pedagogies. Her passion for research makes its way into her teaching at both undergraduate and postgraduate levels.

Megan Clune is a Professional Teaching Fellow in the Faculty of Education and Social Work at the University of Auckland, lecturing in mathematics, technology and science primary education at undergraduate, and postgraduate levels. Previously an Assistant Principal and lead teacher of mathematics, science and digital technologies, Megan has always had a passion for teaching and holds a master’s degree in mathematics education. Her research interests include: student engagement in mathematics and science; growing teacher confidence and expertise in initial teacher education; and the affordances of digital technologies in the learning of mathematics and science.​