Search results for: Canada
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Creative teaching is necessary to meet the complex needs of students and society. The current article reviews 12 Canadian case studies of creative teaching conducted by a creative teaching research group. The findings reveal that Canadian creative teachers are distinctive using intrapersonal awareness in service of their teaching. Furthermore, Canadian teachers base creative instructional choices on their values, emphasizing community.
Updated: Dec. 20, 2011
Assessment of, for, and as Learning Within Schools: Implications for Transforming Classroom Practice
The current study explored teachers' and administrators understanding and use of “assessment of, for, and as learning”. The sample consisted of 18 administrators and 20 teachers from two school districts in southern Ontario, Canada. One of the key findings from this study is that teachers in both panels tended to over-emphasize assessment of learning techniques, whereas a minority used assessment for and as learning on a consistent basis.
Updated: Jul. 26, 2011
Investigating Teacher Candidates’ Mentoring of Students at Risk of Academic Failure: A Canadian Experiential Field Model
In this study, the authors investigate a Canadian field experience model in a bachelor of education program. The model focuses on mentor‐based relationships between teacher candidates and students at risk of dropping out of high school. The mentoring improved human relations and attendance more than grades for the at‐risk students.
Updated: Jul. 05, 2011
A Grounded Theory of New Aboriginal teachers' Perceptions: The Cultural Attributions of Medicine Wheel Teachings
The goal of this research was to examine new Aboriginal teachers' thoughts and experiences during their induction into the profession and to articulate a descriptive theory of these perceptions. This grounded theory study employed a volunteer and purposive sampling that included six new Aboriginal teacher participants. Analysis of the data resulted in a grounded theory of participants' experiences that were rooted in the cultural attributions of Medicine Wheel Teachings.
Updated: Jun. 18, 2011
Educational Collaboration across Borders: The Preparation of the Transforming Teacher Education. Redefined Professionals for 21st Century Schools Report
This article provides an account of the processes leading to the report Transforming teacher education. Redefined professionals for 21st century schools. This paper traces the rationale for the International Alliance of Leading Education Institutes (IA), identification of institutional members, and the intended goals and objectives of the IA. The article also identifies the challenges of consolidating the vast amount of information across different contexts, languages and cultures, Finally, the key assertions in the IA report, including implications for coverage of initial teacher education, induction and professional development, and successful school, university and community partnerships, are highlighted.
Updated: Jun. 13, 2011
This article presents a case study investigated the educational experiences of Canadian preservice teachers. These preservice teachers participated in a course designed to teach about online teaching. Students gained experience in course design and delivery, and safe and ethical behavior related to technology. Findings indicated that projects in which students actively applied their knowledge were more engaging than threaded discussion.
Updated: Jun. 13, 2011
The Effects of Sustained Classroom-Embedded Teacher Professional Learning on Teacher Efficacy and Related Student Achievement
The current article reports on the impact of a classroom-embedded professional learning program for mathematics teaching in two contrasting districts in Canada. Furthermore, the article explores the relationship between teacher efficacy and student achievement. The analysis of data revealed that the two districts reported learning very different things from the professional learning opportunity.
Updated: Apr. 14, 2011
In this article, the author describes the efforts of some Canadian jurisdictions to call for a professional designation for teachers. The author emphasizes the difference between teacher certification and professional designation. In addition, the author wants to reveal a certain predicament that results when the teaching profession becomes 'bound by recognition'.
Updated: Mar. 24, 2011
This paper reports a collaborative self-study designed to examine the practices and experiences of a teacher educator and her students with the support of critical dialogue partners. The authors explore the tensions and possibilities that arise as a teacher educator attempts to foster both a pedagogy of care and a pedagogy of inquiry in a mathematics methods course. The authors conclude that a mathematics teacher education course permeated with care and peppered with inquiry has the potential to build preservice teachers' confidence and empowerment as the course develops.
Updated: Feb. 13, 2011
Storying the Terroir of Collaborative Writing: Like Wine and Food, a Unique Pairing of Mentoring Minds
The authors, two faculty members in a Canadian post-secondary teacher education context, inquired into their collaborative writing process initiated through an informal faculty mentoring relationship. By using a metaphor of carefully pairing exquisite wine with fine food, the authors convey the mutual co-construction of their lived experiences that evolve through relational writing. The authors conclude by noting critical issues and implications regarding collaborative writing that offer insight into the importance of honoring collaborative scholarship within academic contexts.
Updated: Jan. 04, 2011