Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
477
result(s) for
"Teachers Training of Canada."
Sort by:
Empowered educators in Canada
BEST PRACTICES FROM CANADA'S HIGH-PERFORMING SCHOOL SYSTEMS Empowered Educators in Canada is one volume in a series that explores how high-performing educational systems from around the world achieve strong results. The anchor book, Empowered Educators: How High-Performing Systems Shape Teaching Quality Around the World, is written by Linda Darling-Hammond and colleagues, with contributions from the authors of this volume. Empowered Educators in Canada details the core commonalities that exist across Canada with special emphasis on the localized nature of the systems—a hallmark of Canadian education. Canada boasts a highly educated population, and the provinces/territories truly value education as evidenced by the significant proportion of public funds allocated to schooling. Operated by the provinces and territories, participation in kindergarten, primary, and secondary education is close to 100% across the nation. In addition to offering traditional academics, secondary education includes opportunities for students to attend technical and vocational programs. To demonstrate exemplary education systems, the authors examine two top-performing jurisdictions, Alberta and Ontario, which have developed strong supports for teacher development. Canadian teachers are highly qualified, and salary scales in all jurisdictions are typically based on a teacher's level of education and years of experience. While Canada has enjoyed much educational success, the education of First Nations students has historically been one of the country's more controversial and contentious issues. Overall, Canada is a country that is proud of its education system and places a high value on—and participation in—publicly funded education.
eBook
Inside teacher education : challenging prior views of teaching and learning
This book takes an in-depth look at five future teachers in one teacher education program, analyzing and interpreting how they and their teacher educators learn from experience during both coursework and practicum experiences. Many assumptions about the complex challenges of teaching teachers are called into question. Is the role of a teacher educator to synthesize research-based best practices for candidates to take to their field placements? Does the preservice practicum experience challenge or reinforce a lifetime of socialized experiences in schools? Must methods courses always be seen by most teacher candidates as little more than sites for collecting resources? Where and how do candidates construct professional knowledge of teaching? The data illustrate clearly that methods courses can be sites for powerful learning that challenges tacit assumptions about how and why we teach.--From publisher description.
Book
Leadership for Change in Teacher Education
Leadership for Change in Teacher Education: Voices of Canadian Deans of Education presents a rich sampling of diverse perspectives on the topic in a unique collection of reflections contributed by Canadian deans of education. The focus of the inquiry, \"What would we hear from deans of education invited to share their perspectives on leadership for change in contemporary teacher education?\" invited deans of education to reflect on the research, policies and practices currently informing their leadership.
eBook
A Review of Research on Mobile Learning in Teacher Education
Mobile devices have become attractive learning devices for education. While the majority of the existing research has focused primarily on the value of mobile learning for students, researchers have recently started exploring its potentials within teacher development. The present qualitative synthesis of quantitative and qualitative research aimed to address trends and gaps observed in the literature regarding the integration of mobile learning into teacher education. Six main findings emerged: (a) there is an increasing trend in integrating mobile learning in teacher education contexts; (b) theoretical and conceptual perspectives are scarcely reported; (c) variations exist in perceptions, attitudes and usage patterns; (d) engagement with mobile learning and devices is primarily reported as being beneficial; (e) challenges were scarcely reported; and (f) several pedagogical affordances support mobile learning integration into teacher education settings. These findings have been interpreted to determine their implications on the development of mobile learning experiences in teacher education, including programmatic directions for integration and study.
Journal Article
Unfolding the Unexpectedness of Uncertainty
Unfolding the Unexpectedness of Uncertainty invites readers to share in the stories of Ruth, Ann and Nathalie as they transition from students to teachers. Rendering their experiences as short stories from the field of teacher education brings a dimension of social biography to scholarship. As creative nonfiction, these stories act as catalysts to understand teacher culture from first-person accounts.
eBook
Preservice teacher knowledge of basic language constructs in Canada, England, New Zealand, and the USA
The present study examined preservice teachers' (PSTs) knowledge of basic language constructs across four different English-speaking teacher preparations programs. A standardized survey was administered to participants from Canada (n = 80), England (n = 55), New Zealand (n = 26), and the USA (n = 118). All participants were enrolled in undergraduate university programs that led to teacher certification for general education in the primary grades. Our data reveal that preservice teachers from all four countries show patterns of relative strength in areas that were targeted to be crucial within their national initiatives. Nevertheless, in general, PSTs demonstrated a lack of knowledge of certain constructs needed to teach early reading skills. The results are discussed in relation to research reports and initiatives regarding beginning reading instruction from each of the four countries.
Journal Article
Designing Effective Pre-service Teacher Training in Inclusive Education: a Narrative Review of the Effects of Duration and Content Delivery Mode on Teachers’ Attitudes Toward Inclusive Education
Inclusive education refers to an educational approach in which all students can learn and participate in the mainstream school system. The successful implementation of inclusive practices is strongly determined by teachers’ attitudes toward inclusive education and teacher training is one of several factors influencing these attitudes. Given the diversity of such programs, the present narrative review investigated the optimal design for pre-service inclusive teacher programs in terms of its duration and content delivery mode. For this, we considered and analyzed 31 studies, comprising 36 international interventions. Although most studies did not adequately report statistics to draw unequivocal conclusions, our results suggest an overall positive effect of training on pre-service teacher attitudes toward inclusive education. The effects of the duration and delivery mode of such programs are discussed from the perspective of successful training design in the light of social psychological theories and empirical findings, thus providing novel avenues for future research.
Journal Article
Collaborative design as a form of professional development
Increasingly, teacher involvement in collaborative design of curriculum is viewed as a form of professional development. However, the research base for this stance is limited. While it is assumed that the activities teachers undertake during collaborative design of curricular materials can be beneficial for teacher learning, only a few studies involving such efforts exist. Additionally many lack specific theoretical frameworks for robust investigation of teacher learning by design. The situative perspective articulated by Greeno et al. (1998) and third-generation activity theory as developed by Engeström (1987) constitute useful conceptual frameworks to describe and investigate teacher learning by collaborative design. In this contribution, three key features derived from these two theories, situatedness, agency and the cyclical nature of learning and change, are used to describe three cases of collaborative design in three different settings. Grounded on this theoretical basis and a synthesis of the three case descriptions, we propose an empirically and theoretically informed agenda for studying teacher learning by collaborative design.
Journal Article