Dr Gerarda Richards

Biography

Gerarda Richards serves as a respected Lecturer of Early Years at Swinburne University of Technology. She also holds the vital position of Professional Experience Academic Lead, wherein she diligently oversees and supports Initial Teacher Education (ITE) placements. Collaborating with mentor teachers and the wider education community, Gerarda passionately advocates for quality ITE to enhance learning outcomes for young children. Moreover, Gerarda, as a proficient educator and researcher, has undertaken the development of comprehensive course materials for the recently established Graduate Diploma of Early Childhood Teaching (Grad Dip ECT). This program specifically caters to experienced Early Childhood Educators seeking to further enhance their pedagogical skills and knowledge. Notably, the Grad Dip ECT has successfully undergone the accreditation process and is now eligible for on-campus delivery at the Hawthorn campus.
Gerarda's research interests encompass a wide range of topics within the field of education. These include Initial Teacher Education, Early Childhood Education, Teacher Professional Development, Family/Community Partnerships, Curriculum and Assessment, Indigenous Perspectives, and Inclusion. Within her research endeavors, Gerarda places particular emphasis on exploring the pivotal role that families play in children's educational journeys. By closely examining the dynamics and interactions between families and educational contexts, Gerarda seeks the explore the significance of parental involvement and engagement in fostering optimal educational outcomes for young learners.
Gerarda's contributions to the field of 'Families and Learning' extend beyond her research pursuits. She has actively disseminated her findings through research publications and conference participation. Gerarda has developed strong collaborative partnerships with a diverse range of stakeholders including families, teachers, early learning settings, the Department of Education, and Catholic Education Melbourne. These partnerships serve to facilitate meaningful engagement, knowledge sharing, and collective efforts aimed at enhancing educational practices and promoting positive educational experiences for children.