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Showing 1 to 15 of 58 results Save | Export
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Schnellert, Leyton; Kozak, Donna – McGill Journal of Education, 2019
In this study, a university professor and school district literacy coordinator co-designed and co-taught a literacy methods course where teacher candidates participated in dynamic learning in classrooms, exploring how theory can meet practice when students' funds of knowledge are valued through responsive teaching. Case study methodology was taken…
Descriptors: Situated Learning, College Faculty, Coordinators, School Districts
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Phelan, Anne M.; Hansen, Dion Rüsselbæk – McGill Journal of Education, 2018
A basic premise of teacher education is the value of teacher agency, that is, the teacher's capacity to take responsibility for one's knowledge, beliefs, judgements, and relationships. How can teacher educators sustain a commitment to agency in light of critiques of western modernity, specifically in relation to the existence of a rational…
Descriptors: Teacher Education, Ethics, Professional Autonomy, Teacher Attitudes
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Watson, Kaitlyn; Currie-Patterson, Natalie – McGill Journal of Education, 2018
Drawing on reflexive conversations, we describe our experiences teaching a new mandatory course in Indigenous education at Western University in London, Ontario. By discussing the successes, challenges, and mistakes made while teaching this course, we hope to continue to decolonize our practice as settlers, PhD students, and educators with the…
Descriptors: Indigenous Knowledge, Foreign Countries, Preservice Teachers, Teacher Education Programs
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Wiseman, Dawn – McGill Journal of Education, 2018
This paper focuses on how I have been attending to the TRC's [Truth and Reconciliation Commission's] calls to action within science teacher education. It draws on personal experiences, my dissertation, Canadian policy regarding Indigenous education, and academic literature to explore what the calls ask of teacher educators. Throughout, I consider…
Descriptors: Science Teachers, Indigenous Knowledge, Preservice Teacher Education, Public Policy
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MacDonald, Jennifer; Markides, Jennifer – McGill Journal of Education, 2018
Education for reconciliation is centered on renewing Indigenous-settler relations. In this article, two graduate students share their experiences as they endeavour to take up a praxis for reconciliation. Positioned by their different cultural identities, they join in a duoethnographic conversation, to reflect on their learning and to share their…
Descriptors: Graduate Students, Self Concept, Foreign Countries, Land Settlement
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Conrad, Diane; Jagger, Patricia; Bleeks, Victoria; Auger, Sarah – McGill Journal of Education, 2018
Our arts-based curriculum encounter occurred in a graduate course on arts-based research methods. For a class project we engaged in an inquiry on the question: "What does it mean to live on this land?" which we explored through various arts-based activities. The question challenged us to think deeply about our relationship with and…
Descriptors: Art Education, Graduate Students, Place Based Education, History
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Keliipio, Kau?i; Perry, Kimberly; Elderton, Colleen – McGill Journal of Education, 2018
This paper emerges from the particular field experiences of three "settler" colleagues working in a teacher education program, each of whom found that their personal and professional relationships with First Nations, Metís, and Inuit people had a positive and constructive bearing on how they responded to provincial mandates and the Truth…
Descriptors: Canada Natives, Eskimos, Teacher Educators, Indigenous Knowledge
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Kearns, Laura-Lee; Tompkins, Joanne; Borden, Lisa Lunney – McGill Journal of Education, 2018
This study traces the learning journey of primarily non-Indigenous educators who challenged the legacy of colonization in schools, and worked to decolonize their practice, through their participation in a specialized graduate cohort. Drawing upon sharing circle conversations, we highlight themes that emerged from our research. Educators reported…
Descriptors: Land Settlement, Graduate Students, Educational Change, Cultural Awareness
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Korteweg, Lisa; Fiddler, Tesa – McGill Journal of Education, 2018
Before the TRC's Calls to Action, we were a collaborative teacher-education partnership of Anishinaabekwe and White settler researching and teaching reconciliation as pedagogical practice with five cohorts of settler teacher-candidates. Engaging theories of settler-colonialism, decolonization and Indigenous studies, we outline the obstacles and…
Descriptors: Land Settlement, Self Concept, Professional Identity, Conflict Resolution
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Arnett, Katy; Mady, Callie – McGill Journal of Education, 2018
This longitudinal case study examines four new FSL teachers' beliefs regarding the best and worst FSL program for English language learners and students with learning difficulties; the data are drawn from qualitative semi-structured interviews that occurred at the end of the participants' Bachelor of Education program and near the end of each…
Descriptors: Language Teachers, Second Language Instruction, French, English Language Learners
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Lewkowich, David – McGill Journal of Education, 2017
In this paper, I discuss the process of developing a piece of writing for publication. Written for an intended audience of graduate students in the field of education, I discuss writing for publication as an arrangement for significance, the question of finding a discursive and intellectual home, the selection of an appropriate journal in which to…
Descriptors: Writing for Publication, Graduate Students, Writing Skills, Writing Strategies
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Sokal, Laura; Barrett, Vern; Appel, Allan; Funk, Anneke; Radawetz, Mykaila – McGill Journal of Education, 2016
One hundred teacher candidates enrolled in a mandatory course on service learning were surveyed pre- and post-course to determine their civic attitudes and willingness to take the service learning course. Quantitative analysis indicated significant growth in civic attitudes in all students, and this growth was not differentially affected by the…
Descriptors: Required Courses, Service Learning, Preservice Teachers, Student Teacher Attitudes
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Venkatesh, Vivek; Rabah, Jihan; Fusaro, Magda; Couture, Annie; Varela, Wynnpaul; Alexander, Kristopher – McGill Journal of Education, 2016
We are witnessing the integration of increasingly sophisticated information and communication technologies (ICTs) in higher education settings. Understanding learners' and instructors' perceptions of their proficiency and use of ICTs is critical to the success of their integration in universities. Using a theoretical framework grounded in…
Descriptors: College Faculty, Undergraduate Students, Teacher Attitudes, Student Attitudes
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Leroux, Mylène; Beaudoin, Charlotte; Grenier, Johanne; Turcotte, Sylvain; Rivard, Marie-Claude – McGill Journal of Education, 2016
The growing body of literature on teacher induction barriers has revealed the need to address issues that may lead to negative consequences. Recent research points to an increased interest in teacher resilience, a concept that promotes positive adaptation to counteract these adverse outcomes. However, teacher induction and resilience may differ…
Descriptors: Beginning Teacher Induction, Health Education, Physical Education Teachers, Barriers
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Burkholder, Casey – McGill Journal of Education, 2016
These "Notes from the Field" describe one doctoral student's public visual fieldnotes practice during her data collection for her dissertation. In the creation of a public digital space for participants and the public to engage with the fieldnotes through online comments and in-person conversations, this shifts the practice of keeping…
Descriptors: Ethnography, Doctoral Dissertations, Data Collection, Notetaking
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