Rate My Professor Mark Selkrig

Mark Selkrig is an Associate Professor in the Faculty of Education at the University of Melbourne, serving as A/Prof Teacher Education and the Arts within the Arts Education specialist area. His academic interests center on the evolving nature and purposes of educators' work, particularly their identities, lived experiences, and professional learning. Selkrig employs innovative digital and arts-informed methodologies to investigate factors influencing change, capacity building, and agency among individuals and communities. As Lead Researcher for the Turning Points project in the Melbourne Graduate School of Education, he explores academic turning points, work-life balance, and emotional dimensions of academic labor through creative approaches like playlists and autoethnography. He is also a Churchill Fellow, awarded in 2003 by the Winston Churchill Memorial Trust for his contributions to regional arts development and education. Selkrig's scholarly impact is evident in his involvement in University of Melbourne's flagship initial teacher preparation program, the Master of Teaching, and his primary research classification in Specialist Studies in Education.

Selkrig has authored and co-authored numerous influential publications that advance understandings of creativities, arts learning, and educator development. Key works include 'Creative pedagogy: a case for teachers’ creative learning being at the centre' (Teaching Education, 2017), 'Promoting a willingness to wonder: Moving from congenial to collegial conversations that encourage deep and critical reflection for teacher educators' (Teachers and Teaching, 2015), 'Community engagement is…: Revisiting Boyer’s model of scholarship' (Higher Education Research & Development, 2020), 'Rendering the paradoxes and pleasures of academic life: Using images, poetry and drama to speak back to the measured university' (Higher Education Research & Development, 2017), 'Learning about ourselves from others: transformation of artists’ identities through community-based arts practice' (International Journal of Lifelong Education, 2011), and 'Connections teachers make between creativity and arts learning' (Educational Research, 2018). He has co-edited 'Creating Wellbeing: The Role of Making Practices in Academic Wellbeing' (2026) and 'The Making Academic: Perspectives on Expressive Practice and Wellbeing in Higher Education' (2025), contributing to discourses on wellbeing and self-care in higher education. His research fosters critical reflection and transformative practices in teacher education and arts-based scholarship.