Rate My Professor Kylie Bradfield

Dr Kylie Bradfield is a Lecturer in the School of Curriculum Teaching and Inclusive Education at Monash University in the Faculty of Education. She began her career as a primary school teacher before transitioning to higher education lecturing at Queensland University of Technology in 2009. Subsequently, she spent four years at the University of Stirling in Scotland, where she engaged in literacy-based projects, helped develop national frameworks for initial teacher education, and examined international curriculum reforms in Croatia. Now based in Melbourne, Bradfield teaches in undergraduate and postgraduate teacher education programs, including courses EDF1084, EDF2049, EDF5817, and EDF4009. She is accepting PhD students interested in teachers' pedagogical content knowledge for literacy, language, and literature, and provides consulting services to schools for literacy instruction, particularly supporting students with English as an Additional Language or dialect.

Bradfield's research specializations center on what teachers know and do to teach literacy, language, and literature in primary classrooms, encompassing children's literature, pedagogical content knowledge, primary grammar, teaching reading, comprehension, and grammar. Her scholarly contributions include 36 research outputs, with recent publications such as 'Defending the environmental status quo: an ecocritical analysis of the lived spaces of indigenous animals in contemporary Australian picturebooks' (2025, co-authored with Kelly-Jane Carabott and Ketki Bhandari, The Australian Journal of Language and Literacy), 'Designing english curriculum courses for primary preservice teachers: a focus on the transformative potential of postmodern picture books' (2025, co-authored with Beryl Exley and Debbie Heinrichs Henry, Education Sciences), 'Primary teachers’ curriculum making dilemmas: including and excluding children’s literature' (2025, co-authored with Beryl Exley, The Australian Journal of Language and Literacy), 'Literature as a tool for inclusion' (2025, Literacy Learning: the Middle Years), and 'I’ve always been a writer: teachers as writers' (2025, Literacy Learning: the Middle Years). She serves as co-editor and associate editor for the journal Literacy Learning: the Middle Years, organizes the 2025 AATE/ALEA National Conference, and contributes to professional development initiatives like 'Addressing the Needs of English as an Additional Language (EAL) Students in Primary Classrooms.' In her teaching, she emphasizes student diversity, transparent learning processes, collaborative knowledge construction, and ethical use of digital and AI literacies to build confidence and engagement.