Search results for: Canada
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A mixed methods approach was used to investigate secondary teachers’ motivation beliefs in Canada and Singapore. The results from Study 1 revealed that socio-economic status (SES) was the strongest predictor of school climate in Canada. The results from Study 2 revealed that the range of the social problems was greater in Canada than in Singapore.
Updated: Jan. 28, 2009
This empirical study, conducted in a Canadian university, argues that the objective knowledge growth framework (OKGF), a self-directed reflective approach, can contribute to the professional development of pre-service teachers in dealing with the complexities of teaching.
Updated: Jan. 19, 2009
Searching for a methodology that would allow the author to 'see' across worldviews and articulate them both was the academic challenge of investigating learning ideology across Canadian and Aboriginal worldviews with Aboriginal Nuu-chah-nulth Elders. A mode of inquiry was required permitting the author to hold a Euro-heritage and an Aboriginal heritage in a bi-cultural balance as experienced by a participant in both.
Updated: Jul. 01, 2008
This article reports the influence of school-integrated teacher education (SITE) courses on student teachers' initial experiences of learning how to teach. We analyse data from five student teachers who reflect back on their experiences of learning to teach through the integrated teaching and learning experiences of SITE courses.
Updated: Jun. 02, 2008
Challenges to University Autonomy in Initial Teacher Education Programmes: The Cases of England, Manitoba and British Columbia
The focus of this article is on the preservice teacher education programs that are designed and carried our by universities, and the accreditation and certification that is managed by state and professional organizations. The article reviews challenges to teacher education in England and Canada.
Updated: May. 18, 2008
Beacons of light, rays, or sun catchers? A case study of the positioning of literacy teachers and their knowledge in neoliberal times
A study was conducted on the 'minority world' trend in teacher in-service, which tries to develop experts who can assist other teachers raise student achievement. The program was based on teacher knowledge production, but findings revealed that training the teachers negated their prior knowledge, experience and practices. The authors argue that teachers need critical reflection, time to share with other teachers, and a flow of knowledge in all directions.
Updated: Mar. 31, 2008
Two teacher educators collaborated on a project, facilitating the use of technology for English as Second Language students. Preservice teachers were asked to integrate teaching and technology and to design learning with digital media.
Updated: Mar. 24, 2008
Unreached and Unreasonable: Curriculum Standards and Children's Understanding of Ethnic Diversity in Canada
This article traces the development of contemporary curriculum standards with regard to diversity and examines those standards in the context of a study of grade 7 students' understanding of diversity in New Brunswick. It presents evidence to suggest students are falling far short of expectations outlined in standards documents. While the sparse and fragmentary nature of student understanding should be of concern, this article also identifies key areas of concern about the development and implementation of the standards themselves. We argue that expecting teachers to teach toward, and students to attain, the standards might be unreasonable in light of these concerns.
Updated: Mar. 02, 2008
The article describes a comparison study of Australian and Canadian cooperating teachers. The authors contrast the local settings and draw on the differences with respect to the cooperating teachers' preparation and compensation for their role in practicum settings and the complex relations between schools and universities.
Updated: Jan. 10, 2008
Teacher education as or for social and ecological transformation: place-based reflections on local and global participatory methods and collaborative practices
The article describes two social and ecological transformation teacher education projects in Canada. The projects utilized the 'critical place-based' transformative teacher education program agenda. The studies were directed at several questions regarding the critical place-based approaches, and their relationships to the United Nation's Decade of Education for Sustainable Development (UNDESD).
Updated: Dec. 25, 2007