Patricia Danyluk

• Associate Professor at University of Calgary

Two years after the implementation of the Teaching Quality Standard number five (TQS 5), ten Alberta teacher education programs came together to examine how teachers in Alberta were weaving Indigenous knowledges into their classrooms. This article reports on the findings of two hundred and forty-seven surveys and thirty interviews with Alberta teac...

When the COVID-19 pandemic necessitated the closure of Kindergarten-Grade 12 schools in Alberta, the authors, who are the Directors of Field Experience, at this local university saw this disruption as both a challenge and an opportunity (Danyluk, 2022). Over 400 preservice teachers were scheduled to begin their in-school practicum two days after th...

Two years after the introduction of the new Teaching Quality Standard in Alberta, Indigenous and non-Indigenous researchers from eight teacher education programs came together to examine how teachers were weaving Indigenous knowledges into their classrooms. The fifth competency of the standard requires that all Alberta teachers possess a foundation...

Background Veterinary students have historically lacked meaningful experiential learning opportunities in equine medicine. At the same time, there are barriers to accessing veterinary care in Indigenous communities stemming from colonial injustices. In 2018–2019, a partnership was initiated where University of Calgary students began to provide equi...

In this article, the authors share insights from a project focused on building connections between Indigenous and non-Indigenous peoples, communities, and schools. As an Indigenous and non-Indigenous educator team, we suggest that there are various entry points into the work of reconciliation and share our Approaches to Reconciliation model along w...

As part of a commitment to deepen the braiding and weaving of Indigenous knowledge in teacher education, ten Alberta programs came together to examine how Indigenous ways of knowing, being, and doing were attended to within our programs. We discovered that there are three key characteristics that work to deepen the level of Indigenous knowledge in...

Alberta’s Teaching Quality Standard requires that all teachers possess and apply a foundational knowledge of Indigenous Peoples to their teaching. In 2020, representatives from ten Alberta teacher education programs came together to examine how they were braiding and weaving Indigenous ways of knowing, being, and doing into their programs. They als...

Anti-Indigenous racism is the result of a lack of knowledge about Indigenous peoples according to Senator Murray Sinclair (Ho, 2019). Teacher education is one of the most powerful ways to combat racism towards Indigenous peoples as it impacts not only pre-service teachers but in-service teachers, their students, and their families. Alberta’s new Te...

Anti-Indigenous racism is the result of a lack of knowledge about Indigenous peoples according to Senator Murray Sinclair (Sinclair, 2019). Teacher education is one of the most powerful ways to combat racism towards Indigenous peoples as it impacts not only pre-service teachers but in-service teachers, their students, and their families. Alberta’s...

This article examines the effectiveness of using talking circles as Indigenous pedagogy in online education for preservice teachers. It considers how Indigenous pedagogy ameliorates the often-disconnected experience of online environments for learners, while also considering the risks and tensions of bringing circle work—which arises from experient...

This article chronicles a provincial collaboration between ten Bachelor of Education degree-granting universities in Alberta, Canada. This collaboration focused on the newly implemented Teaching Quality Standard (2018) in Alberta and its impact on preservice teacher practicums. Data were collected through curriculum mapping and interviews at each i...

The history of Canadian preservice teacher practicums demonstrates that great effort has been put forth to bridge the perceived divide between university teaching programs and classroom practice. Although innovative theory and practice is often researched at the university, this can fail to transfer for a number of reasons resulting in a replicatio...

This article chronicles a provincial collaboration between ten Bachelor of Education degree-granting universities in Alberta, Canada. This collaboration focused on the newly implemented Teaching Quality Standard (2018) in Alberta and its impact on preservice teacher practicums. Data were collected through curriculum mapping and interviews at each i...

The shift to online learning that occurred in March of 2020, created an unprecedented period of intense work for faculty and sessional instructors at the post-secondary level. This shift necessitated courses be adapted under short timelines, new technology be integrated into course design and teaching strategies and assessment methods be adapted fo...

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In 2014, a university in Western Canada introduced a new community-based Bachelor of Education pathway targeting students in rural, remote, and Indigenous communities. Many students enrolled in this program are current or former educational assistants. This study employed a descriptive phenomenological methodology to have participants reflect on th...

This article examines the phenomenon of failure in a Bachelor of Education practicum from the perspectives of preservice teachers. Utilizing a phenomenological theoretical framework and methodology, the perspectives of four preservice teachers are shared. The data were drawn from practicum reports, field notes, interviews, and student teacher quest...

In the spirit of taking an action-based response to the Truth and Reconciliation Commission’s (2015) Calls to Action and principles, a group of educators came together in 2016 to create a one-year graduate pathway program that sets students on paths toward reconciliation. By examining the contributions of international and national scholars who exp...

In 2016, a group of Indigenous and non-Indigenous scholars came together to imagine a better world through a bold approach to education at the Werklund School of Education. This imagining took the form of a newly designed graduate pathway program which focused on meaningfully and actively responding to Canada’s Truth and Reconciliation Commission’s...

From website: The Wiley International Handbook of Service-Learning for Social Justice offers a review of recent trends in social justice that have been, until recently, marginalized in the field of service-learning. The authors offer a guide for establishing and nurturing social justice in a variety of service-learning programs, and show that incor...

Navigating the challenging terrain of academia either as a new or seasoned academic takes thoughtful and purposeful intention. In this manuscript, two pre-tenured and two tenured faculty members at a research-intensive university engage in deep dialogue to explore challenges and opportunities whilst navigating this terrain, with a focus on supporti...

With multiple institutions in Alberta, Canada competing for quality partner teachers, the challenge to find mentors willing to share their classrooms with a pre-service teacher has never been more difficult. How do we motivate potential partner teachers to mentor a pre-service teacher during the practicum? This article will present findings from a...

This report provides a review of the literature on academic writing supports and approaches to instructional design within blended and online learning environments. The inspiration for this project emerged from a joint partnership between the Werklund School of Education (WSE) and Writing Support Services at the University of Calgary. Together, we...

This article reports on the initial findings of an ongoing study that will see six preservice teachers placed in a nontraditional practicum placement as part of their bachelor of education program. Reported here is the examination of emergent professionalism of the initial two preservice teachers during their nontraditional practicum placement on a...

As teacher educators, we argue that the colonial history of First Peoples, coupled with alarming educational disparities, warrants a specialized approach to Indigenous service-learning within teacher training that requires a critical examination of positionality by service-learners. Our study examines the service-learning experiences of non-Indigen...

In this article, we present our work on Indigenizing pedagogy as a response to the Truth and Reconciliation Commission (2015) Calls to Action. While Indigenous scholars provide access to the written voices of First Peoples (Battiste, 2013; Donald, 2009; Smith, 2012), the graduate program we created around the topic of reconciliation intentionally i...

http://hdl.handle.net/1880/51960 Werklund School of Education, University of Calgary

This work speaks to initial findings in a case study designed to examine the development of emergent professionalism among preservice teachers placed in a unique educational environment.

This work speaks to the capacities that are built among preservice teachers when placed in a unique educational environment. This environment allows Grade 10 Alberta students to complete their year on a construction site while building two houses. http://cate-acfe.ca/

This article presents a Canadian perspective on the issue of failure to fail in Bachelor of Education programs. The issue of failure to fail in Bachelor of Education programs is one that had not been explored in any great detail. What literature does exist focuses on the strain that a teacher experiences when s/he mentors a student teacher (Siebert...

Who really teaches student teachers how to teach? Utilizing a sociology of childhood and youth theoretical framework and a descriptive phenomenology design and method, this study sought to ask children and youth about their experiences as the student teachers placed in their classroom developed classroom management skills. This study utilized quest...

There is a universal demand for well-prepared professionals in all disciplines, and society has entrusted professional schools with the task of preparing such individuals (Ralph, Walker, and Wimmer, 2008). Within this context, field or clinical instructors and university faculty have an academic and professional responsibility to teach, supervise,...

Research on the student teaching practicum indicates that it is a time of enormous stress. The purpose of this study was to gather information from student teachers regarding their perceptions of stress while in the midst of their practicum. The questions were designed to gather information that could be used to create a less stressful practicum. T...

This article reports on the findings of 25 associate teacher surveys and six associate teacher interviews collected between June 2008 and February 2009. The survey invited associate teachers to report on the preparedness of student teachers, including their strengths, weaknesses, and how well prepared they were for the realities of becoming a teach...

In September 2003, Laurentian University began offering a Concurrent Bachelor of Education in English. As the programme prepared to graduate its first cohort of 13 graduates in the spring of 2007, the researchers realized they had a unique but brief window of opportunity to learn as much as possible from the first graduating class. This article rev...

The authors suggest that establishing and nurturing a partnership between a First Nations school community and a University school of education community has identified and reinforced significant concepts of balance and hospitality through the learning and teaching processes. We maintain that these qualities mirror the making, caring for and playin...