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ERIC Number: ED440941
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 31
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Interpreting Standards of Practice through Teacher Stories: A Case Study. Ontario College of Teachers.
Squire, Frances A.
This paper describes a validation case study of a new document, "Standards of Practice for the Teaching Profession," developed by the Ontario College of Teachers. As part of its mandate as a self-regulatory body, the College is to establish and enforce professional and ethical standards applicable to members of the College. Validation case study activities were designed to augment feedback received from individual members of the College and the public in order to make final revisions to the document. Researchers examined how selected educators perceived the intentions and content of the Standards, investigating their expectations for and impressions of the document. They also explored how teachers could see themselves in the new document. This case highlights one group of teachers making sense of one particular document, describing how 24 classroom teachers were able to identify exemplars of the Standards in the context of their own practice. Teachers shared stories of practice in a workshop format and in writing. Data from presentation feedback, interviews, focus groups, and personal writing standards indicated that given the time to explore the standards document collaboratively, teachers saw strong connections within the standards document to their work. (Contains 15 references.) (SM)
Ontario College of Teachers, 121 Bloor Street East, 6th Floor, Toronto, Ontario M4W 3M5, Canada. Tel: 416-961-8800; Tel: 888-534-2222 (Toll Free); Fax: 416-961-8822.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Ontario College of Teachers, Toronto.
Identifiers - Location: Canada