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"Teachers Professional relationships Ontario Case studies."
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Teacher education in professional learning communities : lessons from the reciprocal learning project
This text explores the unique experiences of a sister school network in Canada and China contextualised through the lens of the Reciprocal Learning Project, which supports the relationship between a school network and teacher education exchange programme of two countries. Huang uses theoretical viewpoints from teacher learning and comparative education research to analyse and interpret what has happened in the emerging cross-cultural school network.
Book
Can a Classroom Be a Family? Race, Space, and the Labour of Care in Urban Teaching
This article reports on findings from a case study of an eighth-grade teacher in an inner-city school in downtown Toronto, Canada. It investigates the teacher’s pedagogical use of the metaphor of “family,” using interview data to underscore the effects produced by such an operating logic in a classroom. Methodologically, the article puts forward a novel analytic strategy to keep in dynamic interplay the relationship between how a teacher conceptualizes her teaching practice and where she locates those ideas. By focusing in-depth on one teacher’s pedagogical relations in the classroom, the article aims to better understand how teachers position the ubiquitous notion of “care” in their practice and how they enact “community” in their classrooms and in the larger schools and neighbourhoods in which they work. In this case study, the concepts and experiences of race and space are considered centrally in the examination of a racialized teacher’s pedagogical practices in a diverse and socio-economically marginalized school. The study has important implications for teacher education, inviting us to more explicitly acknowledge the salience of race in our conceptions of “care” and the investment of time and emotion that is demanded when practising politically conscious caring in teaching.
Journal Article
Implementing Parent Engagement Policy in an Increasingly Culturally Diverse Community of New Immigrants: How New is “New”?
The Ontario Ministry of Education announced the Parent Engagement Policy for Ontario Schools in 2010. This policy aims to support parent engagement and provides a vision of its implementation at schools, boards, and the ministry. This mixed methods case study sheds light on its implementation and thus its implication by exploring the parent engagement experiences of parents and teachers. The study results reveal that the actual and desired levels of engagement are different between new immigrants and the established or non-immigrant families, and that teacher education in parent engagement is desirable in optimizing parent partnerships.
Journal Article