Search results for: Canada
Page 5/11 102 items
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
The Role of the Prepracticum in Lessening Student Teacher Stress: Student Teachers’ Perceptions of Stress During Practicum
This study examines student teacher’s perceptions of the causes and levels of stress during the student teaching practicum for students in the Concurrent Bachelor of Education Program at Laurentian University. The findings reveal that the students indicated a moderate to low level of stress during their practicums. Lesson planning was identified as the greatest cause of stress for student teachers because of its time-consuming nature. The author argues that the prepracticum experiences of these student teachers may have lessened the stress levels reported during the practicum.
Updated: Oct. 19, 2014
This article discusses the role of Twitter in a graduate seminar on language teaching methodology. The findings indicate that the microblogging tasks enabled participants to form a virtual Community of Practice in which they were able to learn, share, and reflect.
Updated: Aug. 25, 2014
The study outlined in this article used the Draw-A-Scientist Test (DAST) to explore the views of scientists held by preservice students in science methods classes at both the elementary and secondary levels. The findings revealed that the students with greater previous science experience at both the secondary and post-secondary level would create visual representations of scientist that were significantly less stereotypical than representations created by students with lesser previous science experience. However, results indicated statistically significant differences in stereotypical components of representations of scientists depending on preservice teachers’ program and previous science experiences.
Updated: Jul. 16, 2014
In this article, the authors focused on findings from qualitative research on the effects of action research by reporting two linked quantitative studies. The authors' first goal was to triangulate the findings from their quantitative inquiry with the results from qualitative studies in order to increase the generalizability of claims previously reported. Their second goal was to identify potential moderators of action research impact on teachers. The contribution of these two studies to the corpus of action research literature is twofold. First, the authors confirmed two important benefits of action research participation reported by qualitative researchers, improved teacher attitudes to educational research and increased self-efficacy. Second, they found moderators of the impact of action research that help identify conditions in which action research is particularly likely to benefit teachers.
Updated: Apr. 29, 2014
This study examines pre-service teacher research in a nine-month teacher education programme, implemented as a means of making explicit links between research and practice. The results reveal that although student teachers expressed significant concerns about having to develop a research question, they conferred with and developed questions in conjunction with their associate teachers. However, they also indicated that support from the associate teacher presented a significant challenge. Furthermore, the results reveal that understanding a research disposition to be integral to teaching proved to be a significant conceptual challenge amongst some of the pre-service teachers and associate teachers.
Updated: Mar. 26, 2014
Charting a Way Forward: Intersections of Race and Space in Establishing Identity as an African-Canadian Teacher Educator
This research project grew out of the author's desire to address and transform her experience as a Black, female teacher educator in a White settler province and country. Along with self-study methodology, the author uses critical race theory and feminist post-structural theory to analyze the construction of her racial identity and relations of power in a White settler society.The author concludes that empathy, validation and acceptance from colleagues have buoyed her confidence as she searches for ways to narrow the racial and cultural divide between self and other in order to build collaborative relationships with students. Three important tools that have proved highly effective are critical race theory, critical pedagogy, and feminist post-structuralist theory.
Updated: Dec. 11, 2013
In this collaborative self-study, the authors were interested to examine their own transition from doctoral students to assistant professors. Data revealed three turning points highlight the impact of the authors' new roles on all aspects of their practice as teacher educators and their thinking about teaching and teachers. The first turning point speaks to how the authors were challenged to reframe what counts as quality teaching in the academy. The second turning point revealed the authors' feeling that it is important to be strategic about the research they conduct to ensure sufficient opportunities for publication. Finally, the third turning point was an expression of the pressure the authors felt to do an outstanding job at each of the three components of their roles: teaching, research, and service.
Updated: Dec. 10, 2013
This study examined preservice secondary science teachers’ perceptions of the classroom learning environment as experienced during their practicum. The study also compared this classroom learning environment to their espoused views of an ideal science classroom. The qualitative findings are corroborated by some of the results from the CLES scales, suggesting that preservice teachers perceived their practicum classrooms to incorporate only a few of the constructivist learning environment factors. Furthermore, most preservice teachers also believed that their practicum should be a flexible apprenticeship, where science teaching innovation was supported.
Updated: Oct. 22, 2013