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Teacher preparation in Canada benefits from innovative programming that supports vibrant, inclusive classrooms. We examine two Canadian-made programmes: The Three-Block Model of Universal Design for Learning, with particular focus on the social emotional learning block, and the Teaching Continuum, a model for inclusive physical education settings. We use the 3H Model of inclusive teacher education to analyze the fit of these two approaches to pre-service teacher inclusive education preparation and suggest ways they can become more entrenched within Canadian schools. [ABSTRACT FROM AUTHOR]

We are teacher educators committed to reorienting toward complexity in teacher education, given the multiplex terrain of the education landscape that awaits teacher candidates (TCs) upon receiving their Bachelor of Education degree. Within our context, we are preparing teachers to work with a recently revised curriculum and many regional, national, and global challenges and mandates, especially the Calls to Action of the Truth and Reconciliation Report of Canada (2015). By encouraging the agency of the TCs – the scholar-practitioners – with whom we work, we aspire to a reflective and deliberative approach of engaging with issues, needs, and problems as caring humans. This paper traces our journey of collaborative inquiry as we revisit, reframe and repurpose influential scholarship. This involves pedagogical conceptions of experience and reflective thinking, informing the mindful complexity of being and becoming in place, while foregrounding local Indigenous Ways of Knowing and experiential learning as illustrations of a scholar-practitioner stance. Through inquiry in community, recognising the importance of drawing upon individual Teacher Candidate identity, we articulate how we learn as teacher educators to address the complex, contemporary issues of: equity, diversity, inclusion; decolonisation; education in times of crisis; and the challenges of ecological well-being. [ABSTRACT FROM AUTHOR]

Given the intense politicisation of education, many teacher educators are caught in the cross-hairs of government's reform agendas, university expectations and student teacher needs. This paper reports on a study of 28 literacy teacher educators in four countries (Canada, US, Australia and England). This paper reports on the broad question: How is politics affecting literacy teacher educators? Three specific aspects are considered: their pedagogies, identity and well-being. It describes how their pedagogy (goals and teaching strategies) has narrowed because of mandated curriculum and exit exams. It shows how their identity as academics is being complicated because they often do not have time for their research. And their well-being is compromised because of excessive external inspections and as their community in the university splinters. [ABSTRACT FROM AUTHOR]

Believing in the pioneering role that universities can play in achieving the goals of the United Nations Organization for Sustainable Development; The green university emerged as a concept that refers to universities whose practices are environmentally friendly and able to benefit from natural resources without harming them and the rights of future generations. Climate change, biodiversity, and sustainable transport, however, in light of the environmental challenges facing societies in general and the Egyptian society in particular, and the low ranking of Egyptian universities, especially Fayoum University in the global green rankings of universities, and the challenges that scientific research suffers that prevent it from effectively adopting societal issues; Egyptian universities have a major role to play in facing these challenges through scientific research directed at solving environmental and societal issues. Accordingly, the aim of the current research - using the comparative approach - is to know what green universities are and their role in supporting sustainable scientific research as a conceptual framework, followed by addressing the role of Wageningen University and WUR Green Research in the Netherlands and UdeS Green University of Sherbrooke in Canada in supporting sustainable scientific research in light of some influential societal forces and factors, Highlighting the main similarities and differences between them, Then present the most important efforts of Egyptian universities in moving towards sustainability and adopting the concept of a green university that supports sustainable scientific research with reference to Fayoum University, which is a prelude to putting forward a proposed conception of Fayoum University as a green university supporting sustainable scientific research after it was presented to a group of arbitrators of education professors from different universities. [ABSTRACT FROM AUTHOR]

The presence and function of assessment in Canadian classrooms has changed in the past thirty years. Driving this continuously evolving landscape of classroom assessment is the fundamental belief that classroom assessment can be effectively used to monitor and support student learning and achievement. A central challenge amid this changing landscape is that teachers are required to keep pace with increasing assessment expectations, with research continuing to show that teachers are generally underprepared for the current context of assessment they may face. A potential root cause of this reported unpreparedness relates to teacher preparation in assessment during initial teacher education programmes. The purpose of this study is to examine approaches to assessment education across Canadian teacher education programmes. Drawing on data from teacher educators and teacher education documents (e.g. course syllabi), two research questions guided this study: 1. What are the programmatic provisions for assessment education across Canadian teacher education programmes? 2. What are teacher educators' approaches to assessment education? This study explores the landscape of assessment education across Canada through analyses of interviews with teacher educators (n = 25) and programme documentation drawn from 12 teacher education programmes. The analyses identified six overarching themes that characterise contemporary assessment education: (1) similar structures of assessment education; (2) limited time for assessment education; (3) inconsistent messaging; (4) focus of learning; (5) attitudes and explicitly modelling assessment; and (6) building explicit connections to teaching contexts across kindergarten – 12th grade (student ages 5–18). Understanding how teachers are educated in assessment is the first step in redressing teachers' low levels of assessment literacy. This exploratory pan-Canadian study provides a theoretical and descriptive foundation for future research into assessment education in Canada and elsewhere, with the aim of improving teacher education in assessment. [ABSTRACT FROM AUTHOR]

In this article, the authors aim at presenting a lived experience and the meaning-making constructed by them as they participate in a simulation of the history of contact between Europeans and Indigenous peoples in the country now named Canada and inquire into their stories within the threedimensional narrative inquiry space. Considering relational ethics, the teacher educators and researchers lived, told, retold, and relived the stories of their own experiences, co-composing stories of anti-racist teacher education, playfulness, inclusion, privilege, and responsibility, through the eyes of an Indigenous Cree, a Brazilian, and a Canadian woman, towards increasing understanding of decolonizing education. [ABSTRACT FROM AUTHOR]

Over the past four decades, there has been a gradual emergence of a national mathematics education community, despite a decentralized education system in Canada. This community is marked by regional collaboration for curriculum development, national cooperation for teacher certification and mobility, research networks, and a national mathematics education group composed of mathematics teachers and teacher educators and mathematicians and mathematics education researchers united by their concern for the teaching and learning of mathematics. Reflecting back on the last 40 years of mathematics education in Canada, I explore multiple facets of this national mathematics education discourse community as a commentary on what is distinct about Canadian mathematics education. [ABSTRACT FROM PUBLISHER]

We are recent graduates of a graduate faculty of education in a research-based university in Canada. Our aspirations to become successful teacher educators and to write our dissertations brought us together to form a writing support group. During the 2010–2011 academic year, we conducted a self-study to better understand how the support group helped us to navigate the process of writing our dissertations as well as our endeavors to become teacher educator researchers. The results of our self-study indicate the importance of a supportive writing group in developing an identity as a teacher educator, developing research and writing skills through being a critical friend, and preparing graduate students for the complex role of teacher educator. [ABSTRACT FROM PUBLISHER]

This paper contributes to an understanding of overseas professional development of teacher educators through an analysis of the learning experiences of a group of Chinese teacher educators (CTEs) in Canada. Drawing on qualitative data, research findings reveal specific areas of knowledge are deemed by the CTEs as essential for enhancing their own practice and noteworthy characteristics of their approaches to learning overseas. The CTEs' sense-making processes also provide insights into the complexity of overseas learning and the necessity of "unlearning" long-held beliefs and practices, which enables the development of new ideas, knowledge, and skills. • This paper analyses the overseas learning experiences of teacher educators from 31 key Chinese teacher universities. • The teacher educators identify approaches that are essential for the improvement of Chinese teacher education. • Their professional learning is characterised by a pragmatic search of solutions to problems in China. • Their sense-making of overseas learning illuminates the complexity of cross-boundary interaction. • Analysis of cultural differences reveals nuanced but important aspects of professional development in international context. [ABSTRACT FROM AUTHOR]

Four novice teacher educators working at different universities in the USA and Canada used online journaling and dialoguing combined with feedback from their students to explore their practice and new roles as teacher educators in new contexts. Their priorities included modeling critical reflection and enacting democratic practices. They chronicle their struggles and successes over the course of an academic year. The authors' online community provided a viable and valued venue for self-study. Findings include insight into their taken-for-granted assumptions, how their instructional efforts were interpreted by others, and the impact that their collaborative efforts had on each researcher's professional development. The authors include implications for universities and colleges regarding the format and structure of mentoring of junior faculty. [ABSTRACT FROM PUBLISHER]

This article explores distinctive features of a 5-year international education development project set in rural northern Peru (PROMEB, the Proyecto de Mejoramiento de la Educación Básica). Grounded within a partnership between teacher educators from Peru, Mexico and Canada, and rural Peruvian teachers, students and their communities, we offer reflections on a teacher education initiative which sought to support action-orientated inquiries as a mechanism for school/community development. Set against a background of poverty, hunger, isolation and an 'educational crisis', we outline our pedagogy and describe two projects. We then reflect on the influences of our engagements and on associated tensions and ambiguities in our methods. We hope that such discussions might offer insights for others involved in international school/community development projects of this type. [ABSTRACT FROM AUTHOR]

This article explores how Indigenous Canadian children's literature might challenge adult and child readers to consider different meanings and worldviews of the environment as a land-based value system. As three teacher educators from elementary and university classrooms, we use reader-response theory to explore a collection of rich alternative narratives of Indigenous land-based knowledge systems available in the work of Indigenous authors and illustrators of children's literature. Our study considers how Indigenous picture books might serve to decolonize environmental consciousness through offering accessible and immersive Indigenous stories of the land. As we respond to and analyze these picture books, we work from a prior commitment to decolonization as a critical self-reflexive political process in which one's colonized beliefs are explicitly pinpointed, challenged and countered by Indigenous worldviews and perspectives. [ABSTRACT FROM AUTHOR]

Within the context of the community college system in Canada, this chapter presents a case study for faculty development within which this development is treated as an adult education initiative. [ABSTRACT FROM AUTHOR]

This article describes how a nurse educator teaching in Great Britain facilitated the learning of her students when she used a poem written by a teacher educator from Canada whose research for his doctoral dissertation was a poetic inquiry. The writing of this article itself became a research project as the authors discovered, throughout the process, new understandings of what poetic inquiry is capable of. While considered new in some areas, poetic inquiry has a rich history. Monica Prendergast (2007) prepared an annotated bibliography of over 200 peer-reviewed studies that use forms of poetic inquiry. Both writers of this article have found that by trying to connect the past to the present through poetry, new understandings of self can develop that influence personal, professional, and academic perspectives. The cyber interviewer who poses many of the questions throughout this piece is borrowed, with gratitude, from Mary Gergen and Kip Jones (2008). [ABSTRACT FROM AUTHOR]

Abstract: Writing the queer self involves locating the self within a broad understanding of queer that recognises a spectrum of sex, sexual and gendered subjects. In this article, I discuss how I write the queer self to link the personal to my positional practice as a gay teacher educator. I overview my work with Agape, which is a focus group that I initiated in my university''s teacher education programme to explore sex, sexual and gender differences in education and culture. I explore how I link my queer autobiography to the professional and the pedagogical, and how I use it to engender deliberations about queer presence, representation and place in education. I conclude by speaking on the importance of doing this work as an ethical project for social justice and educational transformation. [Copyright &y& Elsevier]

In this article I explore the part played by liberal democratic ideology in the regulation of female work, in particular, the work of women teacher educators and contract researchers in British and Canadian teacher education departments. My goal is to examine the relationship between symbolic notions of female domesticity and service as they have been expressed in liberal understandings of the nation state across time, together with accounts of contemporary working life as described by differently positioned women workers in teacher education. Central to the argument I make is the assertion that women's work and its symbolic representation in teacher education constitute powerful symbolic elements in the ongoing regulation of women as non-citizens. In following the work of feminist political theorists and cultural sociologists, I also examine the cultural, material, and social power of historicized visions of the female as “domestic servant”, as daughter of the nation state, and as “deviant non-citizen” as they are reflected in the contemporary working lives of women teacher educators. [ABSTRACT FROM AUTHOR]

Dans cet article, nous faisons état des résultats d'une recherche menée auprès des divers intervenants du processus de formation initiale à l'enseignement préscolaire et primaire à l'Université de Sherbrooke. L'objectif de la recherche était de dégager les représentations sociales des diverses catégories d'intervenants au regard des concepts de compétence, de pédagogie et de didactique, ainsi que sur la place et les fonctions attribuées par les étudiants aux différents types de formateurs. Les résultats suggèrent que les étudiants ont des positions beaucoup plus rapprochées de celles des enseignants du primaire que de celles des formateurs universitaires. Ils montrent également plusieurs distinctions quant à l'attribution des compétences de formation aux divers types d'intervenants et quant aux lieux privilégiés de formation. Ces constats soulignent l'importance d'établir un dialogue plus étroit entre les divers partenaires de la formation initiale des futurs enseignants. In this paper, we present various results of a piece of research undertaken with different partners involved in the teacher education programme offered by the University of Sherbrooke (Canada). The main purpose of the research was to identify the place and role that should be taken by various categories of trainer. Our results suggest that students align their behaviour far more closely to that of serving teachers than they do to those of academics. Results also reveal many distinctions between students' categories about what are the specific competencies of the trainers as well as what is the best training context. These results confirm the importance that should be given to improving dialogue between the various partners in programmes of teacher education. En este artículo tratamos de los resultados de una investigación realizada con los varios actores del proceso de formación inicial docente al preescolar y al primario en la Universidad de Sherbrooke. El objectivo central de esta investigación era de indicar las representaciones sociales de dichas categorías de actores a propósito de los conceptos de competencia, de pedagogía y de didáctica, asíque el lugar y la función atribuida, de parte de los estudiantes, a las varias categorias de formadores. Segun los resultados de la investigación, las representaciones de los estudiantes quedan mucho mas cercanas de aquellas compartidas por los docentes del medio (preescolar y primario) que de las representaciones de los docentes universitarios. Se notan también muchas diferencias en terminos de reconocimiento de unas competencias a la formación y de lugares de formación mas importantes atribuidas a las varias categorias de formadores. Estos logros van en el sentido de mejorar el diálogo entre los varios partenarios de la formación de los docentes. In diesem Artikel stellen wir die Ergebnisse einer wissenschaftlichen Forschungsarbeit gegenüber verschiedener Intervenienten im Entwicklungsprozess der Grundausbildung in der Kindergartenausbildung sowie in der Grundschulausbildung auf der Universität von Sherbrooke vor. Vorhaben dieser Forschung war es die sozialen Vorstellungen der verschiedenen Kategorien von Interventienten gegenüber der Vorstellung von Kompetenz, Pädagogik und Didaktik, sowie die Stellung und Funktion verschiedener Ausbildungstypen hervorzuheben. Die Ergebnisse lassen darauf schliessen dass der Standpunkt der Studenten näher an den der Grundschullehrer herankommt als an den der Universitätsausbilder. Sie zeigen auch grundlegende Unterschiede in der Zuteilung der Kompetenzen der Ausbildung in den verschiedenen Interventionstypen sowie in den bevorteiligten Ausbildungsorten. Diese Feststellung unterstreicht die Wichtigkeit eines engeren Dialogs zwischen den verschiedenen Partnern der Grundausbildung des zukünftigen Lehrpersonals. [ABSTRACT FROM AUTHOR]