معرفی
Saul Karnovsky is a Senior Lecturer and Bachelor of Education (Secondary) Course Coordinator at Curtin University's School of Education within the Faculty of Humanities. With extensive experience as both a secondary teacher and pre-service teacher educator, he specializes in teacher emotions, professional practice, ethics, and classroom management. His academic journey includes a Doctor of Philosophy in Education from Curtin University (2021), a Graduate Diploma in Secondary Education (2004), and a Bachelor of Arts (Honours) (2003), all from Western Australian institutions.
Dr. Karnovsky's research focuses on how pre-service teachers learn the emotional rules of the profession, drawing upon sociological and post-structural theory to examine how teacher emotions are tied to historical, social, and political processes. He critically investigates the concept of 'toxic positivity' in education and advocates for authentic emotional expression in teaching practice. His work challenges the notion that teachers should constantly display positive emotions regardless of challenging circumstances, arguing this contributes to burnout and attrition.
His significant research contributions have been recognized with prestigious awards including the Western Australian Institute of Educational Research Award for his outstanding doctoral thesis and a Chancellor's Commendation from Curtin University. Karnovsky has secured multiple research grants totaling over $19,000, including projects focused on teacher wellbeing, first-year student support, and developing innovative video resources for pre-service teacher development.
- Western Australian Institute of Educational Research Award (2021)
- Chancellor's Commendation for exceptional thesis (2020)
- QUT STARS Award for sessional academic contribution (2019)
- Open Universities Australia Outstanding Tutor Award (2017)
- Guild Excellence in Teaching Award nomination (2015)
As an engaged scholar, Karnovsky actively collaborates with schools on professional development initiatives, serves as Associate Editor for Issues in Education Research, and is a committee member of the West Australian Institute of Educational Research. His media engagement demonstrates his commitment to bringing academic insights to broader educational debates, particularly regarding teacher wellbeing and professional ethics in contemporary schooling contexts.
