Digital Commons Network^™

The Trajectory Of Inclusive Beliefs In Beginning Teachers, Jacqueline A. Specht, Jessica Delorey, Klajdi Puka

Education Publications

Inclusive education is supported by the belief that all students belong and are valued members of their neighborhood school communities. Teachers must possess beliefs that support inclusion before they are able to develop the knowledge and skills necessary to implement effective inclusive practice. Using The Beliefs About Learning and Teaching Questionnaire (BLTQ), 396 participants were followed for 4 years, from their initial year in preservice teacher education through to their second year of teaching to determine the trajectory of the development of inclusive beliefs. Distinct groups were identified. Those who began with lower inclusive beliefs that tended to decrease …

Entrepreneurial Teachers: The Novice And The Experienced, Najmeh Keyhani

Electronic Thesis and Dissertation Repository

Teacher entrepreneurship has been receiving growing attention in the field of education over the past 15 years in both scholarly and informal literature. However, the existence of preconceptions, various definitions of the term, and an overall lack of research in the area has resulted in a complex but underdeveloped understanding of the concept. Hence, much attention and clarification are required to recognize who such teachers are and how novice and experienced teacher entrepreneurs act. In chapter two of this study, we start with a systematic literature review of teacher entrepreneurship to recognize the existing state of the field in current …

"Over The Years I'Ve Come To Realize That Every Student Has The Right To Learn": An Exploration Of The Experiences That Influence Beginning Teachers' Beliefs About Diverse Learners And Inclusive Education, Jessica Delorey

Electronic Thesis and Dissertation Repository

The current study explored the experiences that influence beginning teachers’ beliefs about teaching and learning in diverse classrooms. Teachers’ beliefs inform their instructional practice, which in turn has direct bearing on their students’ success. Interview data was collected as part of a larger study by the Canadian Research Centre on Inclusive Education. Fifteen pre-service teachers and 13 new teachers sorted the data using Trochim’s (1989) group concept mapping method to identify themes. Pre-service teachers identified four distinct themes: (a) education, (b) practicum/collaboration, (c) work experience, and (d) personal experience with diversity. New teachers identified eight distinct themes: (a) education/training, (b) …

Contributors Of Pre-Service Teachers’ Self-Efficacy For Teaching In Inclusive Classrooms: How Predictors Of Self-Efficacy Change Over Time, Evan Charles

Electronic Thesis and Dissertation Repository

This study investigated the extent to which demographic, experiential, and belief factors at two points in time predict pre-service teachers’ self-efficacy for teaching in inclusive classrooms, and how predictors change over time. Two hundred sixty-four Canadian pre-service teachers completed a demographic questionnaire, the Beliefs about Teaching and Learning Questionnaire (BTLQ) and the Teacher Efficacy for Inclusive Practices scale (TEIP) toward the beginning and at the end of their teacher education. The results showed that at both times, Canadian pre-service teachers have very strong pro-inclusion beliefs and have very high levels of self-efficacy for teaching in inclusive classrooms. Significant improvements over …

The Rise And Fall Of Philosophy Of Education: An Institutional Analysis, Andrew D. Colgan

Electronic Thesis and Dissertation Repository

Philosophy of education’s academic literature portrays the field as being in decline over the past half century, especially in the once preeminent citadel of initial teacher preparation programs. This decline prompts the broad problem of the proper place of philosophy in teacher preparation. I therefore set out to explain why (in part) this decline has occurred in the English language field by connecting, from the 19^th century to the present, primarily in the United States and Britain, but also Canada, two histories: (1) the origins and development of the field of philosophy of education itself, and (2) the institutional …

A Pedagogy Of Multiliteracies Into Practice: A Case Study In One Grade One Literacy Classroom, Xing Meng Ms.

Electronic Thesis and Dissertation Repository

With the rise of technology, literacy concepts in the 21^st century have challenged traditional literacy practices that have relied primarily on print media. Recent research has alerted early-years educators to the new understandings and significance of multiliteracies. These new understandings will better prepare classroom practices that purposefully design learning opportunities to accommodate diverse young learners in an era of evolving education.

This qualitative case study responds to these imperatives by showcasing a lived story of a grade one teacher who has implemented multiliteracies pedagogy in her classroom. Multiliteracies pedagogy has facilitated her effort in creating meaningful learning opportunities for …

Globalisation And Internationalisation Of Teacher Education: A Comparative Case Study Of Canada And Greater China, Marianne A. Larsen

Education Publications

This article begins with a brief overview of the relationship between globalisation and the internationalisation of higher education. This serves as a backdrop for the focus of the article, which is the internationalisation of teacher education. In order to see the diverse ways that teacher education programs have been internationalised over the past 15 years, a case study comparing internationalisation initiatives in Greater China and Canada is presented. This comparative case study demonstrates how different globalising processes influence various forms of internationalisation. Comparison also sheds light on the importance of attending not only to broader, global processes, but specific, local …

Acts Of Courage: Leaping Into Mindful Music Teaching, Cathy Benedict, Patrick K. Schmidt

Music Education Publications

The authors explore the idea of courage in the classroom focusing on two populations of teachers: pre-service undergraduate students and in-service teachers. They articulate their own paths toward their own understandings of facilitating and recognizing acts of courage and share how their educational and pedagogical experiences have led them to think differently about the opportunities of doing and being differently as teachers.