Search results for: Canada
Page 8/11 102 items
This paper reports a collaborative self-study designed to examine the practices and experiences of a teacher educator and her students with the support of critical dialogue partners. The authors explore the tensions and possibilities that arise as a teacher educator attempts to foster both a pedagogy of care and a pedagogy of inquiry in a mathematics methods course. The authors conclude that a mathematics teacher education course permeated with care and peppered with inquiry has the potential to build preservice teachers' confidence and empowerment as the course develops.
Updated: Feb. 13, 2011
Storying the Terroir of Collaborative Writing: Like Wine and Food, a Unique Pairing of Mentoring Minds
The authors, two faculty members in a Canadian post-secondary teacher education context, inquired into their collaborative writing process initiated through an informal faculty mentoring relationship. By using a metaphor of carefully pairing exquisite wine with fine food, the authors convey the mutual co-construction of their lived experiences that evolve through relational writing. The authors conclude by noting critical issues and implications regarding collaborative writing that offer insight into the importance of honoring collaborative scholarship within academic contexts.
Updated: Jan. 04, 2011
Success and Near Misses: Pre-service Teachers’ Use, Confidence and Success in Various Classroom Management Strategies
This study examines the management strategies which employed by pre-service teachers. 336 Canadian pre-service teachers were surveyed. It was found that pre-service teachers report most frequently employing initial corrective strategies (for example, physical proximity), even though preventative strategies (such as establishing regular routines) were reported to be as successful as these initial corrective strategies.
Updated: Nov. 29, 2010
In this article, the authors use critical discourse analysis to examine educators' efforts to incorporate funds of knowledge from the communities and families of Punjabi Sikh students. This project took place in a classroom of nine- and ten-year-old ELLs on the west coast of Canada. The project stimulated discussions among the children about why Punjabi was not taught in a school where the majority of the children came to school speaking the language and why there were not more dual-language resources in the school. These results are important and challenge dominant schooling practices. This project also emphasizes the ways in which the use of multimodal technologies opens up classroom space for bilingualism.
Updated: Nov. 23, 2010
Narrative Inquiry in Service Learning Contexts: Possibilities for Learning about Diversity in Teacher Education
This article investigates the experiences of preservice and in-service teachers through intentionally created narrative inquiry (Connelly & Clandinin, 2006) spaces within three different service-learning engagements in Canada, Kenya, and Turkey. The authors argue thinking narratively suits the purpose of learning within service learning, highlighting the potential this kind of work holds for preservice and in-service teachers' professional identities in school contexts shaped by diversity.
Updated: Sep. 05, 2010
“There's Going To Be Community. There's Going To Be Knowledge”: Designs For Learning In A Standardised Age
This paper uses the case of a secondary English department in Ontario, Canada, to examine the constraints that academic departments face in transforming themselves from communities of practice into learning communities. The article proposes theoretical considerations and concrete strategies to assist academic departments in overcoming constraints to learning within an era of increasing standardisation and accountability.
Updated: Aug. 17, 2010
Pre-service Teachers’ Open-Minded Thinking Dispositions, Readiness to Learn, and Attitudes about Learning and Behavioural Difficulties in Students
The purpose of this study was to examine the linkages between the four components of pre-service teachers’ attitudes toward children with learning and behavioural difficulties (LBD) and the factors that predict their attitudes. Using a self-report measure that consisted of four scenarios describing students with LBD, the authors investigated the degree to which pre-service teachers’ open-minded thinking dispositions, readiness to learn about students with LBD, beliefs about the role of regular classroom teachers in providing for these students, and emotions in relation to dealing with these students’ difficulties predict their likelihood of engaging in punitive reactions and planned behaviours.
Updated: Aug. 01, 2010
Teachers’ Collaborative Conversations About Culture: Negotiating Decision Making in Intercultural Teaching
In this article, the authors present a study that investigated intercultural teaching through teachers’ collaborative conversations about critical intercultural incidents in schools. The research was conducted in Canada. The data were generated through Web-CT and face-to-face dialogues between preservice, inservice, and university teachers. Findings focus on teachers’ intercultural decision making and were organized into two subgroups: (a) decisions that tend to involve reflecting (minding) and (b) decisions that involve responding processes.
Updated: Jul. 20, 2010
A Grounded Theory of Propective Teachers' Meta-Cognitive Process: Internalizing the Professional Standards of Teaching
This qualitative research study examined 190 concurrent education students' case-based reflections from 2005 to 2008. The participants were enrolled in their third year of a 5-year education program in an Ontario university in Canada. The article describes the use of constant comparison and theoretical saturation that identified two core categories emerging from participants' meta-cognitive analysis to describe how students internalized and interpreted the Standards of Practice for the Teaching Profession. The core categories were identified as the spectrum of participants' emotional reactions and the capacity to examine circumstances in the context of professional standards.
Updated: Jun. 29, 2010
This article examines the author’s three-year journey developing a personal pedagogy of teacher education. As an autobiographical self-study, nodal moments are revealed that raise and reflect the tensions the author experienced and the challenges the author encountered. The author argues that teacher educators, particularly those teaching part time, need to be supported in learning how to facilitate identification of their own and teacher candidates’ beliefs about teaching.
Updated: Jun. 20, 2010