Catherine Dawson

Monash College
Teacher Foundation Year Business

Bringing purpose and relevance to economic education

A career shift to teaching surprised Catherine – but it’s been the most rewarding move. By using real-world examples and embracing new technology, she helps students build confidence, connect theory to their lives and prepare Monash College students for university and beyond.

What would surprise your younger self most about what you do now?

I always wanted to be a primary school teacher, but in my final years of high school, I decided to pursue a career in economics and marketing instead after being motivated by my economics teacher. After a number of years working professionally, I eventually realised that I wanted something more purposeful, and transitioned to teaching. I am still surprised by my shift, but it is the best thing I have ever done.

What are you doing differently in your field that you believe is driving real change?

I enjoy constantly questioning what we do as teachers and continuously evolving the way I teach. I always put my hand up to try new technology in my units. I love using technology to engage students in their learning. I love encouraging other teachers to embrace new technology in the classroom. Collaborating with other teachers in my unit and from other areas is key to my learning and skill development as an educator. Becoming a teacher is learning from your teaching colleagues and your students.

My approach to teaching has always been to use current real-world examples to help students understand the theoretical world of economics. I am very focused on using interactive classroom tasks to encourage learning of theoretical models and abstract concepts. The activities have involved students trading goods and services in a model economy with other students using fake “currency” or operating a production line in the classroom to simulate a factory floor.

I have developed a new style of assessments that allows for testing different aspects of students' learning, including the introduction of a discussion. Students discuss economics with their peers and provide supporting real-world evidence. It will enable students to explore all aspects of their economics understanding and can provide a critical view of what they have learnt.

Students' attention spans are shorter, so it is essential that you, as a teacher, adapt and change your activities during a class. Whether it involves an online quiz with gaming elements, utilising GEN AI, creating colourful graph posters, or playing a game, it's beneficial to adapt to the changing needs of our students while imparting the key ideas of the unit. It is challenging, but it keeps you reviewing and adjusting how to assess and provide feedback to students, especially in the changing world of GEN AI.

What motivates you to continue pushing boundaries in your work?

Education is incredibly important – it provides individuals with numerous opportunities to explore new careers or discover their aspirations. As the first in my family to attend university and the child of a migrant father, I understand the opportunities it has given me, and that motivates me to challenge myself for the benefit of my students.

It is not all about getting an HD or the highest mark, it is about what you learn from the experience. Students often face family expectations and external pressures to excel. Still, it is usually the experience of learning that helps them reach their eventual goals, even when they are not really sure where they want to be. As an educator, it is important to reassure them that it is okay not to know what is next.

I enjoy constantly questioning what we do as teachers and continually changing the way I teach.”

How do you help students build confidence and transition readiness, not just knowledge?

My units educate students about economic concepts using real-world examples – such as why Labubu doll prices are so high and how Donald Trump's tariffs will impact their home countries.

This approach helps build their confidence in understanding the unit's concepts, which they can then apply to theoretical frameworks and more complex economic situations within the Australian economy. We then scaffold tasks to help students develop the skills necessary to write an essay at university level and to evaluate the information presented in media critically.

What does being a teacher allow you to do that nothing else can? Was there a moment you realised that your work as an educator goes beyond what happens in the classroom?

Supporting students with diverse learning styles and needs. As a teacher, you have the opportunity to extend students’ ability to understand the concepts and work out their best way to learn. It is different for each student, and as a teacher, you are there to give them options to get them to the next step of their education.

I love encouraging students to work in teams during in-class activities. They discover the benefits of peer learning as well as the perils of group work, and realise it is part of the learning process. Group work as an assessment can be challenging, but it is a valuable skill that students need to develop before entering university.

What do you hope your students remember about you 10 years from now? What mindset do you want your students to carry into their careers?

I was their teacher who had them draw graphs on whiteboards or on posters, play an economics ball game, or create their own zoo while having. fun doing it! I want them to remember to have fun when learning. Also, to develop a critical perspective on what is happening with economies, even if they never study economics again. I hope I have been able to impart key life skills to them. When I hear back from past students, they recall the posters and quizzes during their time in foundation year economics.