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Full-Text Articles in Education
Marginalization And The Occasional Teacher Workforce In Ontario: The Case Of Internationally Educated Teachers (Iets), Katina E. Pollock
Marginalization And The Occasional Teacher Workforce In Ontario: The Case Of Internationally Educated Teachers (Iets), Katina E. Pollock
Education Publications
This article considers the marginalization of internationally educated teachers (IETs) as occasional teachers. In particular, it explores the experiences of three IETs as they try to gain access to full-time teacher employment within the Ontario, English-speaking public school system. Data used in this article was generated from a qualitative study of occasional teachers who worked in the Ontario English-speaking public school system. Findings indicated that these teachers engaged in considerable amounts of unpaid work, participated in a great deal of informal and formal learning, and accepted all and any occasional work available – all practices associated with the cycle of …
The "Ten-Year Road:" Joys And Challenges On The Road To Tenure, Kathryn Hibbert, Katina Pollock, R. Stooke, Immaculate K. Namukas, Farahnaz Faez, J. O'Sullivan
The "Ten-Year Road:" Joys And Challenges On The Road To Tenure, Kathryn Hibbert, Katina Pollock, R. Stooke, Immaculate K. Namukas, Farahnaz Faez, J. O'Sullivan
Education Publications
This paper explores the pre-tenure experiences of five assistant professors employed in the faculty of education of a research-intensive university. Acting as co-researchers, the authors researched their experiences through a critical narrative approach. The analysis, informed by critically-oriented writing that extends Wenger's Communities of Practice, takes as axiomatic the notion that globalized processes of economic restructuring are mediating work in the academy and examines its local manifestations. Discussions explore issues of power, equity, shifting identities, and the need for improved navigational resources. The authors found that the process of critically and collaboratively researching their pre-tenure experiences offered insight into sites …
Mathematics Tasks As Experiential Therapy For Elementary Preservice Teachers, Immaculate Kizito Namukasa, George Gadanidis
Mathematics Tasks As Experiential Therapy For Elementary Preservice Teachers, Immaculate Kizito Namukasa, George Gadanidis
Education Publications
In what unique ways can mathematics tasks contribute to pre-service teachers’ understanding of subject matter and pedagogy? And what school mathematics tasks can usefully be included in a pre-service program? To contribute to answering these questions, we report on the selection and choice criteria for mathematics tasks that we use in an elementary pre-service program. We see these tasks as experiential therapy. We believe that for teachers to see mathematics, and consequently mathematics teaching and learning, in new ways then they need to personally experience mathematics in new ways. We discuss at length one of the tasks, the Consecutive Terms …
Negotiating Identities In The Transition From Graduate Student To Teacher Educator, Melody Viczko Dr., Lisa L. Wright
Negotiating Identities In The Transition From Graduate Student To Teacher Educator, Melody Viczko Dr., Lisa L. Wright
Education Publications
Although practitioners, policy-makers, and academics call for reform in teacher education, there is ambiguity surrounding the identity transformation of graduate students who “become” teacher educators. This self-study uses narratives, based on intricate personal and collaborative reflection, to explore how the assumption of new role identities is an intricate and ongoing process of learning and reflection. In addition to considering the complexities and interrelationships inherent in role socialization, implications for teacher education practice and policy are raised. We conclude that it is beneficial, for both teacher educators and preservice teachers, to engage in collaborative and relational forms of self-study that foster …
What Would Yoda Do? A “Jedi” Approach To Curriculum Development, Rood Lucier, Ben Hazzard, Kathy Hibbert
What Would Yoda Do? A “Jedi” Approach To Curriculum Development, Rood Lucier, Ben Hazzard, Kathy Hibbert
Education Publications
No abstract provided.
School Mathematics Education In Uganda: Its Successes And Its Failures, Immaculate Kizito Namukasa, Madge Quinn, Janet Kaahwa
School Mathematics Education In Uganda: Its Successes And Its Failures, Immaculate Kizito Namukasa, Madge Quinn, Janet Kaahwa
Education Publications
This paper examines the character of school mathematics education in Uganda. It focuses on its successes, failures and its history. The methodology involved analyzing Ugandan curriculum documents and teaching resources. The analysis is through a comparative and post-colonial approach. The analysis reveals that Ugandan mathematics education is largely not influenced by recent international reforms; it purely essentialist; and it focuses on the gifted and students. To be sure this study is relevant for curriculum development in developing countries. From a post-colonial perspective the study is relevant to mathematics education of indigenous and marginalized populations in developed countries.
Nonmath Analogies In Teaching Mathematics, Vera Sarina, Immaculate Kizito Namukasa
Nonmath Analogies In Teaching Mathematics, Vera Sarina, Immaculate Kizito Namukasa
Education Publications
Way too often, students find some concepts too abstract to comprehend. One of the strategies used to assist students with building conceptual knowledge is to use analogies. We investigate the place of nonmath analogies in teaching school mathematics. First, we demonstrate the widespread use of analogies by drawing examples through context analysis of tutoring websites, textbooks, and teaching experiences. Second, we argue that analogies reflect the grounded nature of mathematical concepts in common life experiences and, thus, have an essential place in instruction. To support our argument we offer a theoretical rationale based on research literature and historical sources.
Becoming Intimate With Developmental Knowledge: Pedagogical Explorations With Collective Biography, Veronica Pacini-Ketchabaw, Kathleen Kummen, Deborah Thompson
Becoming Intimate With Developmental Knowledge: Pedagogical Explorations With Collective Biography, Veronica Pacini-Ketchabaw, Kathleen Kummen, Deborah Thompson
Education Publications
In this article, we draw on postfoundational frameworks to make visible the subjectification processes by which practitioners simultaneously master and become mastered by developmental theories. We emphasize the implication of the entire minded-body in the processes of the developmental worker formation. We show these processes through empirical investigation with data gathered through collective biography in a child development graduate course in a child and youth care program. Often developmental psychology masks itself as “just natural” knowledge that informs our practice. However, the article shows that our relationship with developmental psychology is much more intricate and intimate than we might believe. …