Teacher education in Canada

Nuland, Shirley Van

doi:10.1080/02607476.2011.611222

Cited by 56 publications

(25 citation statements)

References 1 publication

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“…So, programmes of teacher education vary greatly across the country and even within each province (see Van Nuland 2011). Nevertheless, there are some commonalities.…”

Section: Canadian Comparative Contextmentioning

confidence: 94%

Alternatives to a master’s degree as the new gold standard in teaching: a narrative inquiry of global citizenship teacher education in Japan and Canada

Howe

2012

Journal of Education for Teaching

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“…So, programmes of teacher education vary greatly across the country and even within each province (see Van Nuland 2011). Nevertheless, there are some commonalities.…”

Section: Canadian Comparative Contextmentioning

confidence: 94%

Alternatives to a master’s degree as the new gold standard in teaching: a narrative inquiry of global citizenship teacher education in Japan and Canada

Howe

2012

Journal of Education for Teaching

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“…The markedly different TTC's would exert various influences on preservice teachers' learning experiences and their professional expertise. The same concern was addressed by Nuland (2011) who made the point that "teacher education programmes within Canada are markedly different in structure and duration across provinces, which affects programme delivery for teacher candidates and their opportunities for clinical practice" (p. 409).…”

Section: Curricula Of the Ttc'smentioning

confidence: 99%

“…By so doing, such courses can bridge the gap between SLA discourse and pedagogic discourse. It is worth noting that by and large, SLA researchers have placed a premium on the language research-language pedagogy nexus (Ellis, 2010(Ellis, , 2013Gass, 1995;Ishihara, 2010;Nuland, 2011;Nunan, 1991), and some scholars (Brownell, Griffin, Leko, & Stephens, 2011;Ishihara, 2010) have opined that the nexus between theory and practice should be stronger in SLTE.…”

Section: Teachers' Diagnostic Competencementioning

confidence: 99%

“…Nuland (2011) spelled out an overview of Canadian preservice teacher education, an outline of some difficulties these programs encounter, and a summary of new teacher induction and mentoring activities.…”

Section: Language Teacher Educationmentioning

confidence: 99%

“…In the TTC syllabi, 'microteaching' (i.e., a technique for advancing experiential knowledge of professional action in a progressive and controlled manner) was referred to as 'demo', 'demonstration', and 'TP'. In the related literature, considerable significance has been attached to the inclusion of microteaching (Crocker & Dibbon, 2008;Falkenberg, 2010;Nuland, 2011;Wallace, 1991).…”

mentioning

confidence: 99%

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The Status Quo of Teacher-Training Courses in the Iranian Efl Context: A Focus on Models of Professional Education and Dynamic Assessment

Rezaee

Ghanbarpour

2016

IJ21CE

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Given that Teacher-Training Courses (TTC's) have responsibility for assisting prospective teachers with building up a repertoire of technical & pedagogic knowledge, the systematically evaluation of such courses is regarded as seminal (Lynch, 2003 andPeacock, 2009). Therefore, the present study is an attempt to (a) probe into the way professional expertise is acquired by preservice Iranian EFL teachers, (b) analyze the instructional content of TTC's currently held in Iran, with a focus on teachings on Dynamic Assessment (DA), and (c) examine preservice teachers' and TTC trainers' opinions about the TTC's. To this end, 9 purposefully selected TTC's were observed, employing participant observation, and content analyses were carried out on their syllabi. Also, 107 TTC participants filled out a questionnaire, and 14 TTC instructors were interviewed; the sampling of the TTC participants and instructors was nonprobability convenient. Results of descriptive statistics showed that accounting for 84.73% of all the instructional attempts, the craft model was the most frequently prevalent model of teacher learning. Content analyses and preservice teacher questionnaire results signified that writing skill was marginalized in all the courses, and none of them included instructions on DA in their syllabi. Open, selective, and axial coding as well as content analyses of the collected data gave rise to eight themes delineating major areas fueling the current research-practice divide in the TTC syllabi. Findings of the study provide an opportunity to examine the status quo, strengths, and weaknesses of the TTC's. The eight identified impediments to the employment of research in pedagogy could help reach a framework for factors that might induce TTC organizers to disregard the implication of relevant research findings for the courses they run.

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The Education System of Canada: ICT and STEM Balancing Economics with Social Justice

Koole

Squires

2021

Global Education Systems

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Teacher education in Canada

Cited by 56 publications

References 1 publication

Alternatives to a master’s degree as the new gold standard in teaching: a narrative inquiry of global citizenship teacher education in Japan and Canada

Alternatives to a master’s degree as the new gold standard in teaching: a narrative inquiry of global citizenship teacher education in Japan and Canada

The Status Quo of Teacher-Training Courses in the Iranian Efl Context: A Focus on Models of Professional Education and Dynamic Assessment

The Education System of Canada: ICT and STEM Balancing Economics with Social Justice

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