MOFET ITEC - Search Results

ITEC Home The MOFET Institute Home Page Home Page
Trends in Teacher Education Assessment & Evaluation Beginning Teachers Instruction in Teacher Training Professional Development ICT & Teaching Research Methods Multiculturalism & Diversity Preservice Teachers Theories & Approaches Teacher Education Programs Mentoring & Supervision Teacher Educators

Search Results for 'Canada'
78 items found 1 / 8
1 2 3 4 5 6 7 8
1   |   From section Theories & Approaches
Exploring Ethical Tensions on the Path to Becoming a Teacher
The article explores the authors', two teacher educators’ and a pre-service teacher’s, understanding of the ethical dilemmas, obligations, and plotlines that emerged in the experiences of a pre-service teacher as she began to develop her identity as a teacher.
Publication Year: 2011    |    Updated in ITEC: March 6, 2017
2   |   From section Research Methods
Polyptych Construction as Historical Methodology: An Intertextual Approach to the Stories of Central Technical School’s Past
Adopting the lens of “new histories” as the basis for the author's inquiry into the institutional legacy of the art program at Toronto’s Central Technical School (CTS), the author created a methodological framework informed by the traditional art form of the polyptych, in which many panels are joined together to show and tell multilayered stories connected to a central theme, to demonstrate visually how stories are interrelated, and to present openings to other stories. This article describes how the author came to see the polyptych as a methodological frame by unpacking its historic roots; by exploring how it operates in contemporary historical research; and by reflecting on how his identity as an artist, teacher, and researcher influences the way he organizes stories within this framework.
Publication Year: 2015    |    Updated in ITEC: March 2, 2017
3   |   From section Teacher Educators
Facilitating Professional Development during International Practicum: Understanding our Work as Teacher Educators through Critical Incidents
This article describes collaborative self-study details the experiences of two teacher educators, who led teacher candidates on international practicum placements. This study documents the complexities of two teacher educators’ work in unfamiliar cultural contexts and highlights tensions to be navigated as a teacher educator in an international practicum setting. The analyzes of their experiences make it clear that they as teacher educators were on a learning journey similar to that of their teacher candidates. Collaborative analysis of the critical incidents conducted during this self-study enabled them to acquire greater understandings of their academic, professional, and personal identities.
Publication Year: 2016    |    Updated in ITEC: February 26, 2017
4   |   From section Multiculturalism & Diversity
Making It Better for Lesbian, Gay, Bisexual, and Transgender Students through Teacher Education: A Collaborative Self-Study
In this self-study, two educators – a university professor and a classroom teacher, who facilitated a workshop titled “Sexual Diversity in Secondary Schools” in a faculty of education in a mid-sized Ontario city – reflect on the feedback provided by teacher candidates on workshop evaluation forms in relation to their experiences as teacher educators delivering the workshops. The authors conclude that the two-hour Sexual Diversity in Secondary Schools workshop that they presented in a Bachelor of Education program is one example of how LGBT issues might be taught to teacher candidates. Through this self-study, they came to better understand their students and ourselves. They discovered that teacher candidates are increasingly receptive to discussion of LGBT issues, particularly when portrayed in a manner that is respectful and open.
Publication Year: 2012    |    Updated in ITEC: January 29, 2017
5   |   From section Trends in Teacher Education
Globalisation and Internationalisation of Teacher Education: A Comparative Case Study of Canada and Greater China
This paper begins with a brief overview of the relationship between globalisation and the internationalisation of higher education. This serves as a backdrop for the focus of the article, which is the internationalisation of teacher education. This comparative case study demonstrates how different globalising processes influence various forms of internationalisation. Comparison also sheds light on the importance of attending not only to broader, global processes, but specific, local contextual factors.
Publication Year: 2016    |    Updated in ITEC: January 3, 2017
6   |   From section Theories & Approaches
“Learning in Depth” in Teaching Education
The “Learning in Depth” program is a simple but radical innovation, which was first implemented in Canada in 2008/2009 and is now being used in a dozen countries with many thousand students. The purpose of the program is to ensure that every student becomes an expert on something during schooling.
Publication Year: 2015    |    Updated in ITEC: January 3, 2017
7   |   From section Mentoring & Supervision
The Effect of Mentor Intervention Style in Novice Entrepreneur Mentoring Relationships
The purpose of this study is to determine whether mentor intervention styles influence benefits gained by novice entrepreneurs through their mentoring relationship. Specifically, this study aims to test the proposal by Gravells (2006) that mentoring is optimized when the mentor exhibits both a maieutic approach and significant involvement in the relationship. The results confirm the proposal by Gravells (2006) to the effect that low directivity combined with a high level of mentor involvement in the relationship is likely to generate greater positive outcomes for the mentee. Conversely, a directive style with a low level of involvement leads to poorer results for the mentee, which also suggests that this type of mentoring relationship may be detrimental.
Publication Year: 2013    |    Updated in ITEC: December 27, 2016
8   |   From section Instruction in Teacher Training
Creating Spaces for Reflection on Learning to Teach a Foreign Language through Open Journals: A Canadian-Dutch self-study
This collaborative self-study examines the notion of writing reflectively in teacher education, and documents how student teachers in Canada and the Netherlands respond to their teacher educators’ reflective journals. The authors conclude that participating in such a study helped them to: engender a sense of teaching about teaching that goes beyond the simple delivery of ideas, information and theories about teaching and helps to create a bridge into the world of learning through experience.
Publication Year: 2013    |    Updated in ITEC: August 1, 2016
9   |   From section Theories & Approaches
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.
Publication Year: 2013    |    Updated in ITEC: June 2, 2016
10   |   From section Teacher Educators
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.
Publication Year: 2015    |    Updated in ITEC: June 3, 2016
1 2 3 4 5 6 7 8



Show