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Exploring the Landscape of Canadian Teacher Education
Abstract
Reviews the context of Canadian teacher education, highlighting changes in the educational landscape, in the population (e.g., the multicultural nature of society and shifting urban/rural trends), and in how people think about professional education and discussing the professional development of in-service teachers. An overview of formal and informal professional development in Canada is included. (SM)
... These aspects are used to promote more significant learner equity and justice. Connelly and Clandinin (2001) emphasize teachers' knowledge, particularly as active agents required to produce knowledge from personal and social development perspectives. Teacher knowledge depicts image, rule practical principle, personal philosophy, metaphor, story unity, and rhythm. ...
The level of quality reflective practice remains low among student teachers majoring in Mathematics education. This paper aims to identify the levels of reflective practice possessed by Mathematics education student teachers in a teacher training program at higher learning institutions in Namibia. The professional status requires that teachers become reflective practitioners to develop their effectiveness- a skill they can acquire during their training. A reflection framework was used to identify levels of reflective practices among Mathematics student teachers. This study is qualitative and employed a narrative inquiry approach to assess the effectiveness of reflective practice as experienced by student teachers. A total of ten third-year undergraduate students majoring in Mathematics Education participated in the study by generating reflective journals. The results show that student teachers have insufficient reflective skills which are limited to the first two levels of the reflection framework: technical reflection and reflection-in-and-on-action. This could be due to little guidance offered on developing reflective skills and its use by student teachers. This study's findings will be used to improve the rationality, social and educational practices among the student teachers.
When we got to the top of Elm Grove, without saying anything and without any sort of sign, we stopped and turned together to look back at the old town where we grew up. Silently and separately we took in the familiar landmarks from our lives. The Pier and the Pavilion and the shape of the coast as it curls out towards Worthing.
The very core of teacher education reform lies in the redefinition of the identities of the teaching profession in a new global age. It is through teachers’ new identities that all other aspects of school system come into contact with learners, making teachers central to any meaningful changes in the practical process of learning, teaching, and schooling. The professional roles of teachers are defined by their identities, which
have been a contested ground over decades.
Chinese policymakers have paid serious attention to the international debates around the new identities of teachers, the professional status of teachers, and the worldwide reform of teacher education. Numerous scholarly articles have been published to introduce ideas developed and discussed outside China, and research institutes have been set up in central government offices, universities, and local areas to study trends and changes in teacher education around the world. In their eagerness to build China into a modern country through the development of a high quality teacher workforce, Chinese policymakers have adopted some ideas for their policymaking from international educational practices.
It is in this context that I will extensively review teachers’ new identities and the worldwide trends of teacher education reform to better understand China’s policy case. Here I will first review how teachers’ new identities are defined by theorists and practitioners from multiple perspectives. Then, I will provide an overview of how worldwide teacher education reform has influenced Chinese policymakers.
I do remember my first day at Primary school which was in September 1964. My Mum and elder brother left me in the playground before school and I started crying as they walked away. I remember that my brother laughed and Mum smiled at my distress. She said there was nothing they could do and that it would be alright. She remembers being surprised at how upset I was because I was used to being at nursery all day. But the school was different from the nursery which was fairly small and new and wooden.
Utilizing a case study method and a Multiperspectival Approach, this volume presents a pioneering, in-depth study about China’s teacher education policy since the 1990s. It critically investigates the rational, dynamic and complex implementation process taking place at the micro institutional level for the transformations of teacher education institutions. The book first introduces the sociopolitical and cultural background of China’s teacher education system and its challenges under the condition of globalization, and illustrates major national initiatives for nurturing highly qualified teachers. It then explores new teachers’ identities in an era of enhanced professionalism, uncovers the ways they reflect China’s teacher education reform, and distills the rationales behind these policy actions. This is followed by an analytic presentation of the findings of the case study of a provincial normal university, with a particular focus on such core pieces of the implementation jigzaw as policy flow, the dynamism of implementation, sociopolitical and cultural confluence, and institutional barriers in the complex process. Lastly, the book unravels key recommendations and implications for policy implementation studies from the China policy case, and constructs a Chinese Zhong-Yong Model of policy implementation, and sheds new light on policy studies of teacher education reform in particular and public policy in general, which may be transferrable to other sociopolitical contexts seeking to nurture world-class teachers and achieve educational excellence in a global age.
This paper discusses the approaches and research methods used in two projects which examine professional transformations on ‘either side’ of the school teacher. The authors consider how the projects drew upon the different yet potentially complimentary methodological approaches of discourse analysis and autoethnography in the examination of professional identity. Following a description of the projects and the chosen methods, which includes discussion of the respective traditions from which they stem, the approaches are compared and contrasted through analysis of their application with a focus upon their various advantages and limitations within these particular contexts. The authors discuss these examples in terms of the wider discussion of quality and rigour in qualitative research and as a contribution to the debates on the complementarity of different qualitative approaches.
This paper traces the unexpected emergence of community in a recently reconceptualized Teachers as Researchers unit in a preservice teacher education program. Drawing on data collected from 145 of the 292 students who completed the unit, we chronicle and theorize about key events, tensions, and dynamics in the evolution of the community, and endeavor to address the question of why the sense of community emerged, given seemingly less than conducive circumstances. Our interpretations are informed by Foucault's (Discipline and punish: The Birth of the Prison, Vintage Books, New York, 1977; In: C. Gordon (Ed.), 1980, Power/knowledge: Selected interviews and other writings by Michel Foucault, 1972–1977, Pantheon, New York, pp. 109–133) conceptualization of power, Mann's (Stud. Higher Educ. 26(1) (2001)) perspectives on alienation and engagement amongst university students and Wenger's (Communities of practice, Cambridge University Press, Cambridge, 1998) construct of communities of practice.
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