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Showing 121 to 135 of 325 results Save | Export
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McGregor, Heather Elizabeth – McGill Journal of Education, 2012
Between 1985 and the present, curriculum developers, educators and Elders in Nunavut have been working towards reconceptualization of curriculum to better meet the strengths and needs of Inuit students and to reflect, preserve, and revitalize Inuit worldview, language, and culture. This article outlines the development of the 1989 curriculum…
Descriptors: Eskimo Aleut Languages, Eskimos, Curriculum Development, Educational Change
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Harrison, Edward B.; Lautensach, Alexander K.; McDonald, Verna Lynn – McGill Journal of Education, 2012
In 2007 the University of Northern British Columbia initiated a two-year elementary teacher education program at the Northwest Campus in Terrace, British Columbia. The program was designed to meet specific community needs in the North that arise from inequities in the cultural safety of Indigenous teachers and students. The authors share three…
Descriptors: Social Justice, Preservice Teacher Education, Teacher Education Programs, Foreign Countries
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Anderson, Michael James; Freebody, Kelly J. – McGill Journal of Education, 2012
Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of "alternative approaches" to teacher education such as Teach for America / Australia. One of the…
Descriptors: Teacher Effectiveness, Teaching Methods, Preservice Teacher Education, Curriculum Development
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Cumming-Potvin, Wendy Marie – McGill Journal of Education, 2012
Aiming to extend sociocultural theory about the teaching and learning of literacies, this article reports on data from a qualitative study underpinned by a sociocultural framework (Rogoff, 1990; Vygotsky, 1986). Conducted in an Australian university community, the project tracked a group of pre-service teachers engaging in scaffolded literacy…
Descriptors: Foreign Countries, Literacy, Scaffolding (Teaching Technique), Preservice Teachers
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Sokal, Laura – McGill Journal of Education, 2012
Focus groups were conducted in four school divisions in central Canada in order to determine whether inclusive educators in schools could identify the knowledge base, skills set, and attitudes desirable in new inclusive teachers. Participants failed to identify an essential knowledge base for inclusive educators. Findings indicated that a focus on…
Descriptors: Foreign Countries, Educational Change, Focus Groups, Teacher Characteristics
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Wallin, Dawn C. – McGill Journal of Education, 2012
This paper conceptualizes queue theory (Tallerico & Blount, 2004) to discuss a mixed-methods study that determined the career patterns of senior educational administrators in public school divisions in Manitoba, Canada, compared by position, context and sex. Findings indicate that queue theory has merit for describing the career paths of…
Descriptors: Administrators, Foreign Countries, Career Development, Employment Opportunities
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Riveros, Augusto; Viczko, Melody – McGill Journal of Education, 2012
Based on a qualitative case study that examined elementary teachers' understandings of a professional development policy, we question the conceptual disconnection between professional learning and professional practices in some conceptualizations of professional learning communities. We analyse the research data using Actor-Network Theory and…
Descriptors: Faculty Development, Learning Activities, Interprofessional Relationship, Communities of Practice
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Loughland, Tony – McGill Journal of Education, 2012
The Federal Government in Australia has recently established Centres for Excellence in Teacher Education. These Centres represent a power shift towards schools in teacher education and away from centralised bureaucracies and university faculties of education. Given this shift, it is interesting to examine other historical and current school-based…
Descriptors: Foreign Countries, Teacher Education, Federal Government, Professional Development Schools
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Maynes, Nancy; Allison, John; Julien-Schultz, Lynn – McGill Journal of Education, 2012
Experience may influence beliefs and beliefs may influence practices. Following these premises, we investigated teacher candidates' post experience reflections nine months after an international practicum where they taught for three weeks in rural Kenya. Teacher candidates were placed in non-governmental organization (NGO) sponsored schools on the…
Descriptors: Foreign Countries, Elementary Secondary Education, Preservice Teachers, Nongovernmental Organizations
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Segedin, Lauren – McGill Journal of Education, 2012
Literature on social inequalities in schooling reveals that the school curriculum, streaming, and teacher expectations are school-related factors that limit student success. This study asks: How do the school curriculum, streaming and teacher expectations limit students who have been designated "at risk" from finding success in school?…
Descriptors: Foreign Countries, Curriculum, Ability Grouping, Track System (Education)
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Balslev, Kristine; Vanhulle, Sabine; Tominska, Edyta – McGill Journal of Education, 2011
This article is part of a larger research project on professional development, and more specifically the emergence of "professional knowledge" among pre-service teachers. The intent here is to analyze recognition phenomena in supervisory discussions. We consider recognition of pre-service teachers' discourse as a condition for the emergence of…
Descriptors: Professional Development, Preservice Teachers, Knowledge Base for Teaching, Cooperating Teachers
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Lejeune, Michel – McGill Journal of Education, 2011
The concept of tacit knowledge encompasses all of the intricacy of the different experiences that people acquire over time, and which they utilize and bring to bear in carrying out tasks effectively, reacting to unforeseen circumstances, or innovating. The intuitive nature of tacit knowledge, its particular context, and the difficulty of…
Descriptors: Epistemology, Intuition, Constructivism (Learning), Knowledge Management
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Lenoir, Yves – McGill Journal of Education, 2011
This article underscores the need for a profound transformation in the training processes of future teachers, and thereby in teaching practices. The text first presents various grounds for this transformation, citing social, economic-political, teleological, axiological, epistemological, and psychological factors. It then focuses on teacher…
Descriptors: Teacher Education, Educational Objectives, Teaching Methods, Educational Change
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Varnava Marouchou, Despina – McGill Journal of Education, 2011
In this paper, the need to assist university teachers in thinking carefully about what they are teaching, and how this relates to and coheres with their own professional development, is outlined. The underlying argument being made is that any efforts designed to extend and encourage scholarly teaching require us to consider the faculty experiences…
Descriptors: Teacher Improvement, Professional Development, College Faculty, Beliefs
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Mayen, Patrick – McGill Journal of Education, 2011
The objective of this article is to critically examine teacher education based on the concepts, principles, and practices of adult education, vocational training, and continuing vocational training. We will discuss a few aspects of teacher education from the perspective of our research and our theoretical frames of reference, touching on the…
Descriptors: Teacher Education, Adult Education, Vocational Education, Educational Principles
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