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Search Results for 'Canada'
81 items found 1 / 9
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1   |   From section ICT & Teaching
Reimagining Understandings of Literacy in Teacher Preparation Programs Using Digital Literacy Autobiographies
This paper examines preservice teachers' understandings and beliefs about literacy in the 21st century specifically at the beginning of their teacher education program. In particular, the authors explored preservice teachers' responses to the first assignment of their foundations literacy course for evidence of their emerging beliefs and understandings of literacy and literacy development. They found preservice teachers' definitions of literacy in the 21st century are complex and multifaceted, and inclusive sharing techniques helped them become aware of diverse literacy backgrounds and skills.
Publication Year: 2016    |    Updated in ITEC: August 14, 2017
2   |   From section Beginning Teachers
Beginning Teacher Attrition: A Question of Identity Making and Identity Shifting
The author wondered why so many beginning teachers leave the profession. The author proposes to frame the problem as one of teacher identity making and identity shifting in order to understand the experiences of beginning teacher attrition. In what follows the author uses the stories of his experiences as a beginning teacher as a way to narratively read the ways beginning teacher attrition has been conceptualized. Through his experiences as a teacher, and his autobiographical narrative inquiry work, the author has begun to frame beginning teacher attrition as a problem that compels inquiry into teacher identity making and identity shifting as a way to narratively understand the experiences of beginning teachers.
Publication Year: 2013    |    Updated in ITEC: July 26, 2017
3   |   From section Teacher Education Programs
International Field Experience as an Impetus for Personal and Professional Transformation: Through the Lens of Early Childhood Postsecondary Students
This study examined the international field experience of Canadian Early Childhood Education Diploma and Early Childhood Leadership Degree students. The findings indicate that an international field experience enhances learning and growth for the early childhood education and early childhood leadership student, in both personal and professional domains. The pedagogical approach, which includes the roles of faculty who facilitate an international placement, was also found to be a principal theme in the data analysis.
Publication Year: 2015    |    Updated in ITEC: July 2, 2017
4   |   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: May 28, 2017
5   |   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
6   |   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
7   |   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
8   |   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
9   |   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
10   |   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
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