- Kelowna, British Columbia, Canada
- UBCO, Graduate Studies, Adjunctadd
This short paper is based on a presentation at the Canadian Association of Educational Psychology Self-Regulated Learning symposium at the Canadian Society for Studies in Education 2015 conference. It suggests that when knowledges from... more
This short paper is based on a presentation at the Canadian Association of Educational Psychology Self-Regulated Learning symposium at the Canadian Society for Studies in Education 2015 conference.
It suggests that when knowledges from both families and teachers are contributed, integrated and valued, both teacher and parent efficacy, engagement, level of trust, and possibilities for co-regulated learning are also enhanced.
It suggests that when knowledges from both families and teachers are contributed, integrated and valued, both teacher and parent efficacy, engagement, level of trust, and possibilities for co-regulated learning are also enhanced.
Research Interests:
What might braiding social justice orientations to teaching, learning, and educational change with collaborative inquiry-based professional development afford teachers, their students, and our communities? This article unpacks two... more
What might braiding social justice orientations to teaching, learning, and educational change with collaborative inquiry-based professional development afford teachers, their students, and our communities? This article unpacks two professional development initiatives to articulate how inquiry co-constructed by and with teachers can take up diversity as generative. The Aboriginal Early Literacy and Curriculum for All projects involved iterative and critical examinations of practice and opportunities for educators to collaboratively consider and create practices that address contextual and social factors. Educators worked together to situate emerging knowledge and beliefs while also challenging the sources and consequences of assumptions.
Research Interests: Literacy, Teaching and Learning, Education, Special Education, Diversity, and 10 moreLearning and Teaching, Social Justice, Indigenous Knowledge, Social Justice in Education, Professional Development, Teachers' professional development, Inclusive Education, Equity, Teacher Development, and Teacher professional development
This critical case study examines how taking up diversity and plurality within in situ literacy and language arts courses in a Bachelor of Education program created a critical discursive space within mainstream teacher education. Data in... more
This critical case study examines how taking up diversity and plurality within in situ literacy and language arts courses in a Bachelor of Education program created a critical discursive space within mainstream teacher education. Data in this research included interviews with teacher candidates and course assignments. Findings suggest that teacher candidates learned to seek and value diverse students’ funds of knowledge, grappled with inclusive practices, and developed equity-oriented pedagogy within in situ teacher education coursework. Through this project we contribute to the rising recognition that in situ teacher education through a lens of diversity can generate curriculum drawing from the literacies and lifeworld experiences of all learners. Available at: https://ir.lib.uwo.ca/eei/vol29/iss1/5/.
Research Interests:
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... more
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 up to understand and enhance this in situ teacher education approach. Four themes were derived through qualitative analysis: 1) theory / practice connections in situ; 2) diverse learners and the need for responsivity in teaching; 3) in situ learning through collaboration; and 4) benefits and tensions at the school and program level. Findings suggest that school / university in situ teacher education partnerships can provide rich contextual and situational learning that disrupt normative conceptions of teaching, learning and literacy.
Dans le cadre de ce projet de recherche, un professeur d'université et un coordonnateur en littératie au conseil scolaire ont élaboré et enseigné en collaboration un cours en méthodologie d'enseignement de la lecture. Au sein de ce cours, les futurs enseignants ont exploré par un processus d'apprentissage dynamique en classe de quelle manière la théorie s'allie à la pratique lorsque le bagage de connaissances des élèves est sollicité par un enseignement adapté. La méthodologie de l'étude de cas a été utilisée pour comprendre et mettre en valeur cette approche in situ de formation des enseignants. Quatre thèmes ont émergé de l'analyse qualitative : 1) les liens entre la théorie et la pratique in situ 2) la diversité des apprenants et le besoin d'adaptabilité en enseignement, 3) l'apprentissage in situ par la collaboration et 4) les bénéfices et les tensions au niveau de l'école et du programme. Les conclusions de la recherche démontrent que les partenariats in situ école / université pour former de futurs enseignants peuvent permettre de riches apprentissages en contextes et situations authen-tiques qui chamboulent les conceptions traditionnelles de l'enseignement, de l'apprentissage et de la littératie.
Dans le cadre de ce projet de recherche, un professeur d'université et un coordonnateur en littératie au conseil scolaire ont élaboré et enseigné en collaboration un cours en méthodologie d'enseignement de la lecture. Au sein de ce cours, les futurs enseignants ont exploré par un processus d'apprentissage dynamique en classe de quelle manière la théorie s'allie à la pratique lorsque le bagage de connaissances des élèves est sollicité par un enseignement adapté. La méthodologie de l'étude de cas a été utilisée pour comprendre et mettre en valeur cette approche in situ de formation des enseignants. Quatre thèmes ont émergé de l'analyse qualitative : 1) les liens entre la théorie et la pratique in situ 2) la diversité des apprenants et le besoin d'adaptabilité en enseignement, 3) l'apprentissage in situ par la collaboration et 4) les bénéfices et les tensions au niveau de l'école et du programme. Les conclusions de la recherche démontrent que les partenariats in situ école / université pour former de futurs enseignants peuvent permettre de riches apprentissages en contextes et situations authen-tiques qui chamboulent les conceptions traditionnelles de l'enseignement, de l'apprentissage et de la littératie.