Excelsia College

School of Education

Dr Scott Smith | Excelsia College

Master of Education Program

Dr Scott Smith

Contact Details

Telephone Number

02 9000 9604



Biographical details

Scott has lived most of his life in Sydney, but he has also spent an extended period in China where he learned Mandarin and taught English. Prior to living in China, he worked as a secondary teacher for 9 years, teaching HSIE courses such as Geography, Legal Studies and Business Studies. Upon his return from China, he worked as the Academic Manager of a private English college in Sydney. After this, and following several years promoting Mandarin courses for the Department of Education, he went back into research. Scott has two adult children who both live in Sydney.

Profile of Dr Scott Smith


Scott’s Bachelor’s degree at Macquarie University prepared him for secondary teaching in the area of HSIE. Whilst teaching he completed a Master of Arts in Geography at the University of Sydney. Following his time living overseas, he returned to Sydney and gained a Master of Applied Linguistics (TESOL) and a Master of Research in International Studies at Macquarie university. His subsequent PhD research focused on intercultural language teaching and teacher beliefs.

Research Interests

Scott’s research interests lie in the fields of languages education, teacher beliefs and pedagogy. He is also interested in International Comparative Education (ICE).


Scott recently served on the Chinese Language Teachers Association (NSW) Executive Committee for 4 years.

Conference Papers

Conference symposium paper: Smith, S. A. & Veliz, L. (2021). A clash of paradigms: Nepalese international students’ sensemaking of their educational journeys through unfamiliar territory. ACHEA conference: Changing Worlds: Purposive formation, pluralism, and paradigm clash – past and present, Sydney.


Conference symposium chapter (2020): Interculturality and pedagogy of teachers of Chinese in Australian schools: how are our teachers of Chinese positioned to deliver pedagogies of ‘significance’?