Search results for: Canada
Page 2/11 102 items
Supporting One Another as Beginning Teacher Educators: Forging An Online Community of Critical inquiry into Practice
The authors were beginning teacher educators, who were interested to explore their practice and new roles as teacher educators in new contexts. The authors argue that dialog and collaborative reflection have transformed their practice in important and distinctive ways and changed the way they approach their work and how they interact with students. Their findings reveal that mentoring relationships must include four important factors: friendship, collaboration in research and career development, information about policies (e.g. tenure and promotion), and intellectual guidance.
Updated: Sep. 12, 2018
The Distinction between Inquiry-Based Instruction and Non-Inquiry-Based Instruction in Higher Education: A Case Study of What Happens as Inquiry in 16 Education Courses in Three Universities
This case study aims to empirically distinguish between common dimensions of inquiry-based instruction (IBI) and non-IBI dimensions. Furthermore, the authors were interested to identify the common and unique underlying dimensions of instruction that explain what kind of IBI is being provided within courses taught by instructors who describe themselves as making IBI part of their instruction. The findings reveal that IBI instructors' planning was more thorough and not directly tied to a textbook. IBI instructors scaffolded their courses through activities and evaluation of student learning.
Updated: Sep. 05, 2018
This paper presents an analysis of teacher professional standards from five of the most culturally diverse nations in the English-speaking world. The authors examine how culturally and linguistically diverse learners and culturally responsive pedagogy are positioned, and what the standards stipulate teachers should know, and be able to do, in fulfilling their professional obligations. Based on this analysis, the authors conclude that the teacher professional standards do not acknowledge, let alone make explicit, the complex and specific knowledge and skills needed for culturally responsive teaching.
Updated: Jul. 11, 2018
This study aimed to examine the relationship between policies related to the recruitment, selection, preparation, and certification of new teachers and (a) the quality of future teachers as measured by their mathematics content and pedagogy content knowledge and (b) student achievement in mathematics at the national level. The findings revealed statistically significant associations between the overall strength of these quality assurance arrangements and the quality of graduates. The authors found that countries with strong quality assurance arrangements, such as Chinese Taipei and Singapore, scored highest, whereas countries with weaker arrangements, such as Georgia and Chile, tended to score lower on these measures. The results also showed a statistically significant relationship between quality assurance arrangements and the mathematics achievement of students.
Updated: Jul. 01, 2018
Video-Enhanced Training to Support Professional Development in Elementary Science Teaching: A Beginning Teacher’s Experience
The purpose of this study was to understand the experience of a female beginning elementary school teacher participating in a training program aimed at supporting her professional development through the use of video. The authors conclude that the findings showed that this type of program can have benefits for the participants’ professional development. By focusing on the beginning teachers’ concerns and expectations, such programs can help them integrate new knowledge into their frame of reference and apply it in a concrete way in the classroom.
Updated: Jun. 13, 2018
Mentors’ Behavioral Profiles and College Adjustment in Young Adults Participating in an Academic Mentoring Program
This study aimed to identify mentor behavioral profiles associated with mentees’ perceptions of the quality of mentoring relationship, the usefulness of the mentoring, and their college adjustment during the first year of college. The authors conclude that this study identified four mentor behavioral profiles characterized by various degrees of structure, engagement, autonomy support, and competency support. The findings showed that college students exposed to these different profiles perceived the quality of the mentoring relationship (QMR) differently, as well as the usefulness of mentoring and their social adjustment to college.
Updated: May. 03, 2018
So You Want To Be A Teacher Educator? The Job Advertisement As A Construction Of Teacher Education In Canada
This study explores how Canadian employment advertisements in teacher education are constructed as mediating artefacts in the relationship between potential candidates and their goal of gaining an academic position. The present study reveals both similarities and differences with concurrent WoTE (Work of Teacher Education) investigations in UK, Australian and New Zealand contexts. The authors argue that Canadian education faculties appear to be preserving a commitment to the conceptualisation and enactment of teacher education as a distinctive field of research and teaching. They emphasize, however, recruiting and retaining new or senior teacher educators should be of significant concern for the public and for prospective teachers.
Updated: Mar. 25, 2018
Enacting Literacy Pedagogies: A Collaborative Self-study by Teacher Educators in Physical Education and Science
In this article, the authors aimed to explore their pedagogical approaches for engaging teacher candidates in thinking about physical literacy and scientific literacy, respectively. The authors conclude that the collaborative self-study provided support and encouragement from a trusted colleague as well as a safe space to explore and reframe problematic aspects of practice. This self-study helped the authors to understand many conceptual similarities between the constructs of physical literacy and scientific literacy.
Updated: Feb. 21, 2018
Preparing Teachers for Professional Learning: Is There a Future for Teacher Education in New Teacher Induction?
In this article, the authors explore which factors support or constrain professional learning during initial years of teaching. The findings reveal that novice teachers generally experienced a positive welcome into their schools and the support of well-meaning colleagues. The majority of the new teachers perceive their initial induction to be useful and, in particular, they credit mentoring with assisting their transition into teaching. The authors conclude that providing opportunities for the new teacher to observe other teachers and to be observed by a mentor emerged as central tasks of learning to teach for these new teachers.
Updated: Nov. 09, 2017
In this article, the authors were interested to examine the teaching experiences that lead beginning teachers to become early career leavers. The authors found that the participants learned to tell acceptable stories about why they decided to leave teaching profession. For example, one participant argued that she left teaching career because she wanted to become a mother or because she was accepted to graduate school. However, the authors argue that these answers are also cover stories that silence the struggles she experienced at school. Her silence about the harder to tell more complex stories could have disrupted the professional knowledge landscape of schools.
Updated: Nov. 08, 2017