Search results for: Canada
Page 4/10 100 items
Articulate – Academic Writing, Refereeing Editing and Publishing Our Work in Learning, Teaching and Educational Development
This essay looks mainly at the reviewing and, to some extent, the editing of the writing for publication which most of us carry out as academics, educational developers, and through the range of our roles. The findings reveal tensions, richness, processes and practices. Some of the responses concern academic identity, some the relationship to the discipline, while others focus on the processes and the politics of reviewing and editing, the actual practice, finessing, justice and fairness. Several themes emerge concerning the politics and practices of writing, reviewing and editing for successful publication which include: (1) Publishing and the academic role: academic identities as writers and peer reviewers. (2) Practice of reviewing: ‘tough love’ – reviewers balancing support with gatekeeping. (3) Professionalising editing and reviewing.
Updated: Jun. 01, 2016
Four Spheres of Knowledge Required: An International Study of the Professional Development of Literacy/English Teacher Educators
The purpose of this study was to study in depth a group of literacy/English teacher educators, with attention to their backgrounds, knowledge, research activities, identity, view of current government initiatives, pedagogy and course goals. This study indicates that professional development is important for both new and experienced faculty. Overall, the faculty continued to grow in the four spheres of knowledge: research; pedagogy in higher education; literacy and literacy teaching; and government and school district initiatives. This study reveals the sheer scale of knowledge required to be an effective LTE. All three forms of professional development came into play for all of the participants: each process had value and a place in supporting their development as teacher educators and researchers.
Updated: May. 23, 2016
A Narrative of Teacher Education in Canada: Multiculturalism, Technology, Bridging Theory and Practice
This article investigates a number of enduring and emerging themes reflecting teacher education in Canada over the past 40 years, including changes in information and communication technology, bridging gaps in theory and practice, English as a second language, French immersion and multicultural teacher development. The author describes the major changes and reforms that have shaped the past four decades of teacher education in Canada through the lens of a teacher educator.
Updated: Apr. 11, 2016
Are You Ready to Teach Secondary Mathematics in the 21st Century?: A Study of Preservice Teachers’ Digital Game Design Experience
This case study investigated preservice teachers’ perceptions of digital games and their experiences designing and building an educational digital game. In this study, the authors sought to understand enactivism by applying the theory to practice and demonstrating a successful implementation of enactivism in a teacher education classroom. By adapting enactivist approaches, they have created a learning world that incorporates complex real-world problems while giving learners great freedom of exploration. Teachers in this study demonstrate all the 21st century skills through the game design and building experience. Teachers learning in such an enactivist world changed their perceptions. The creative process of designing games forced them to move out of their comfort zones, demonstrating that they were capable of making fun and interesting games.
Updated: Feb. 23, 2016
Collaborative Application of the Adaptive Mentorship© Model: The Professional and Personal Growth within a Research Triad
This article aims to describe a qualitative action research study into the collective experiences of establishing a mentoring culture within a research triad consisting of a university professor together with a doctoral student and a master’s level student who served as research assistants (RA). The authors believe the establishment of the mentoring culture facilitated the identification of individual needs within the triad, which in turn allowed for increased confidence, adaptive support, and appropriate skills development necessary for all members to contribute to the successful completion of the project. The authors concluded that the application of the model to graduate RAships with multiple participants might lead to enhancement of working environments and professional growth due to multiple contact-points and exposures to specific tasks or skill-sets around which the work is organized.
Updated: Dec. 06, 2015
This study considered early career teacher attrition as an identity making process that involves a complex negotiation between individual and contextual factors. The seven themes, developed inductively, were: (1) support; (2) an identity thread of belonging; (3) tensions around contracts; (4) new teachers will do anything; (5) balancing composing a life: Working hours; (6) the struggle to not allow teaching to consume them; and (7) can I keep doing this? Is this teaching?
Updated: Jul. 05, 2015
This study aimed to add to the growing base of knowledge about teachers’ engagement with assessment data and their motivation for classroom assessment. The findings settled into four main categories: (1) teachers use for learning assessment to improve student achievement, (2) an imbalance of formative assessment – assessment as learning was not used consistently, (3) inconsistent formalization of observation into meaningful assessment data, and (4) the tension between internal and external motivators for student assessment. The author concludes with some recommendations for teacher preparation programs, professional development for teachers and school and district administration.
Updated: Jun. 07, 2015
Identity Expectations in Early Childhood Teacher Education: Preservice Teachers' Memories of Prior Experiences and Reasons for Entry into the Profession
This article examines how prospective teachers link their memories of prior experiences to their reasons for entering the profession. Implications from the study's findings suggest that teacher educators : a) attend emotional nature of preservice teachers' memories; b) assist preservice teachers to articulate expectations in teaching; c) address the importance of the role model; and d) attend to the political nature of convictions.
Updated: Jun. 01, 2015
Teachers’ Perspectives on Environmental Education in Multicultural Contexts: Towards Culturally-Responsive Environmental Education
This article explores teachers’ perspectives on enacting environmental education (EE) in a multicultural context. In understanding teacher strategies in adapting EE to a multicultural context and teacher views on the obstacles encountered, the authors found that teacher strategies reflected aspects of progressive EE in extending beyond simple knowledge-awareness to emphasizing changes in behavior and nurturing of ownership. The findings revealed that challenges included value clashes, a lack of common lived experiences, and reconciling contradictory educational perspectives and political policies, which often placed teachers in paradoxical positions. The findings suggest moving toward practices of culturally-responsive environmental education (CrEE) that demand more than awareness but include interactive dialogue.
Updated: Nov. 10, 2014
The goal of this article is to show how social justice education (SJE) , can be coherently espoused in the Canadian education system without turning into “brainwashing.” Social justice education (SJE) is a ubiquitous component of contemporary education theory and practice. Recently, SJE has come under fire for being politically biased and even “brainwashing” children in the public education system. To defend SJE against its detractors, therefore, it is necessary to develop a philosophical argument situating SJE within a conception of democratic liberalism. This article provides such an argument by reviewing competing conceptions of liberalism, analyzing the political culture in Canada, and applying an interpretation of comprehensive liberalism to specific educational initiatives.
Updated: Oct. 26, 2014