Search results for: Canada
Page 6/11 102 items
This article describes an initiative, Becoming Teacher Educators (BTE). BTE is a community specifically designed for doctoral students whose career goal is to become teacher educators. The findings reveal a very high level of satisfaction from the members of BTE. Members frequently commented that the ongoing support from the community was the reason that they continued to learn, grow and share. In addition, the BTE community has provided members with additional educational and professional opportunities outside the basic requirements of their graduate programmes.
Updated: Sep. 10, 2013
Reverberating Echoes: Challenging Teacher Candidates to Tell and Learn From Entwined Narrations of Canadian History
The authors report on a study with teacher candidates to illustrate the importance of explicitly engaging with the ways in which students' historical subjectivity depart from dominant historical narratives of a nation-state’s development so as to potentially derive alternative meanings of shared pasts from marginalized perspectives. The authors identify several tensions involved in work with multiple perspectives that shape historical narratives: a struggle to avoid culturally reductive or stereotypical images of otherness, the taming of historical complexity for ease of communication, and something of a fraught encounter with the dissonance as a reverberating echo at the heart of historical identifications and perspectives.
Updated: Aug. 05, 2013
How Is the Internship Going Anyways? An Action Research Approach to Understanding the Triad Relationship between Interns, Mentors, and Field Advisors
The author examines at the relationship between mentors, interns, and field advisors on a theological internship programme from an action research perspective. The author uses the work of Hans Georg Gadamer as a conceptual framework. The findings reveal that three themes emerged: One of the behavioural themes that came out of each interview with the interns and mentors was the as sense of the initial emotional uncertainty it is connected with the field advisor. Another finding that emerged is the role of the field advisor as the reflective friend. The third finding centres on the theme of the field advisor as being an insider/outsider.
Updated: Aug. 05, 2013
The authors examined the effect of a new academic mentoring program on student academic integration, success and persistence. Specifically, the authors focused on the MIRES program (Mentoring for the Integration and Success of Science Students) aimed at preventing student dropout in math, science and technology. The MIRES program was implemented in two colleges in the Quebec City area. The results showed that participation in the MIRES programs had positive effects on motivation, career decision profile, college adjustment and academic success and persistence of students. The findings also revealed that the MIRES program had a greater impact on the perseverance of male, rather than female students.
Updated: Jul. 08, 2013
Teachers’ Perspectives on the Effectiveness of a Locally Planned Professional Development Program for Implementing New Curriculum
This research project examined how elementary teachers in one Canadian school district were handling implementation of a new social studies curriculum over the 2009–10 school year, three to five years after they experienced a formal district-level program of professional development. The findings suggest that effective professional development needs to be based on teachers’ needs; involve active learning, collaboration and modeling; be supported by a culture of learning in schools; and considerate of teacher resistance to change.
Updated: Apr. 24, 2013
This article provides a brief overview of Canadian pre-service teacher education. The article also outlines some issues and factors facing and influencing these teacher education programmes, such as declining school enrolment, the use and abuse of technology and social media, the theory–practice divide and accessibility to teacher education programmes.
Updated: Feb. 06, 2013
The current study examines the potential of employing recent graduates to facilitate the learning of current students in a BEd program. The study included 46 participants. The authors argue that the use of recent graduates is a form of intergenerational learning that is characterised by knowledge-based, as opposed to age-based, generations. The authors refer to the Jared Phenomenon as a special instance of intergenerational learning. The authors define this phenomenon, describe the contexts which it is applicable and identify three dilemmas associated with the application of this phenomenon.
Updated: Nov. 27, 2012
The current study examines the study-abroad experiences of pre-service teacher candidates at the Faculty of Education, York University, using transformative learning theory. Teacher candidates face disorienting experiences while studying abroad; students reported facing racial dynamics, “outsider” status, risk-taking behavior and power relations. This influences their ability to develop empathy for ethnically diverse students.
Updated: Jul. 30, 2012
Throughout the school year, the author invited all 14 children in a Grade Two/Three learning strategies classroom to participate in a visual narrative inquiry. The intention was to explore children’s knowledge of community in artful ways, and through this to more deeply attend to the children’s thoughts of community. The use of visual narrative inquiry within a classroom opened up the possibility for a deeper understanding of the children’s understanding of community, and the possibility to challenge the mandated curriculum, as well as to change classroom practices.
Updated: Jun. 20, 2012
In this article, the authors examined the relationship between mentees’ perceptions of success with the mentoring relationship, and their achievement of the intended outcomes of the program. To examine the complexity of the relationship that can exist between students' satisfaction and students' learning, the authors report data from their own work with high school social studies students. Analysis of survey and interview data collected from mentees showed that they appreciated different experiences than those that led to the outcomes intended by the program designers.
Updated: Jun. 18, 2012