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Anderson, Michael James; Freebody, Kelly J. – McGill Journal of Education, 2012
Teacher education in universities is under pressure. In many new education policies there is a renewed focus on teacher quality, and therefore quality initial teacher education. In some countries this renewed focus has led to a resurgence of "alternative approaches" to teacher education such as Teach for America / Australia. One of the…
Descriptors: Teacher Effectiveness, Teaching Methods, Preservice Teacher Education, Curriculum Development
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Cumming-Potvin, Wendy Marie – McGill Journal of Education, 2012
Aiming to extend sociocultural theory about the teaching and learning of literacies, this article reports on data from a qualitative study underpinned by a sociocultural framework (Rogoff, 1990; Vygotsky, 1986). Conducted in an Australian university community, the project tracked a group of pre-service teachers engaging in scaffolded literacy…
Descriptors: Foreign Countries, Literacy, Scaffolding (Teaching Technique), Preservice Teachers
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Sokal, Laura – McGill Journal of Education, 2012
Focus groups were conducted in four school divisions in central Canada in order to determine whether inclusive educators in schools could identify the knowledge base, skills set, and attitudes desirable in new inclusive teachers. Participants failed to identify an essential knowledge base for inclusive educators. Findings indicated that a focus on…
Descriptors: Foreign Countries, Educational Change, Focus Groups, Teacher Characteristics
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Wallin, Dawn C. – McGill Journal of Education, 2012
This paper conceptualizes queue theory (Tallerico & Blount, 2004) to discuss a mixed-methods study that determined the career patterns of senior educational administrators in public school divisions in Manitoba, Canada, compared by position, context and sex. Findings indicate that queue theory has merit for describing the career paths of…
Descriptors: Administrators, Foreign Countries, Career Development, Employment Opportunities
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Lewkowich, David – McGill Journal of Education, 2012
The influence of technology in today's classroom is undeniably ubiquitous and scattered, and though the practice of conceptualizing technological application emerges from within an already contested and highly politicized field of human relations, when approached in the context of curriculum, this contestation takes on new significance. In this…
Descriptors: Classroom Environment, Technology Uses in Education, Influence of Technology, Ambiguity (Context)
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Riveros, Augusto; Viczko, Melody – McGill Journal of Education, 2012
Based on a qualitative case study that examined elementary teachers' understandings of a professional development policy, we question the conceptual disconnection between professional learning and professional practices in some conceptualizations of professional learning communities. We analyse the research data using Actor-Network Theory and…
Descriptors: Faculty Development, Learning Activities, Interprofessional Relationship, Communities of Practice
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Loughland, Tony – McGill Journal of Education, 2012
The Federal Government in Australia has recently established Centres for Excellence in Teacher Education. These Centres represent a power shift towards schools in teacher education and away from centralised bureaucracies and university faculties of education. Given this shift, it is interesting to examine other historical and current school-based…
Descriptors: Foreign Countries, Teacher Education, Federal Government, Professional Development Schools
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Maynes, Nancy; Allison, John; Julien-Schultz, Lynn – McGill Journal of Education, 2012
Experience may influence beliefs and beliefs may influence practices. Following these premises, we investigated teacher candidates' post experience reflections nine months after an international practicum where they taught for three weeks in rural Kenya. Teacher candidates were placed in non-governmental organization (NGO) sponsored schools on the…
Descriptors: Foreign Countries, Elementary Secondary Education, Preservice Teachers, Nongovernmental Organizations
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Segedin, Lauren – McGill Journal of Education, 2012
Literature on social inequalities in schooling reveals that the school curriculum, streaming, and teacher expectations are school-related factors that limit student success. This study asks: How do the school curriculum, streaming and teacher expectations limit students who have been designated "at risk" from finding success in school?…
Descriptors: Foreign Countries, Curriculum, Ability Grouping, Track System (Education)
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Zhou, George – McGill Journal of Education, 2012
The goal of science education is usually meant to develop students' basic knowledge, skills, and scientific attitudes as stated in many countries' curriculum documents, with little consideration of what backgrounds students bring into the classroom. A cultural approach to education has challenged this universal goal of science education. This…
Descriptors: Science Education, Scientific Attitudes, Science Process Skills, Knowledge Level
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Balslev, Kristine; Vanhulle, Sabine; Tominska, Edyta – McGill Journal of Education, 2011
This article is part of a larger research project on professional development, and more specifically the emergence of "professional knowledge" among pre-service teachers. The intent here is to analyze recognition phenomena in supervisory discussions. We consider recognition of pre-service teachers' discourse as a condition for the emergence of…
Descriptors: Professional Development, Preservice Teachers, Knowledge Base for Teaching, Cooperating Teachers
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Brigham, Susan Mary – McGill Journal of Education, 2011
In this paper I make the case that transformative learning theory, a specific adult learning theory, and an arts-informed research method have important value for teacher professional practice and teacher education. I refer to two phases of a study involving women who have immigrated to Maritime Canada and were teachers in their countries of…
Descriptors: Learning Theories, Transformative Learning, Adult Learning, Foreign Countries
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Molina, Enrique Correa; Villemagne, Carine – McGill Journal of Education, 2011
The role of teachers today in special education requires extensive background knowledge about various types of learners, their specific needs and the particularities of the stakeholders with whom the teacher is called to collaborate. The knowledge constructed by future teachers is acquired not only in the formal context of initial training, but…
Descriptors: Special Education Teachers, Preservice Teacher Education, Student Teachers, Adult Educators
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Lacourse, France – McGill Journal of Education, 2011
The question of practical knowledge and its teaching has arisen more perceptibly since the appearance of the aim to professionalize teachers. How can imperceptible knowledge such as professional routines be taught? To establish a social fabric and effective class management, it is essential to call on creative and adaptive professional routines.…
Descriptors: Teacher Characteristics, Classroom Techniques, Teacher Competencies, Educational Practices
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Lejeune, Michel – McGill Journal of Education, 2011
The concept of tacit knowledge encompasses all of the intricacy of the different experiences that people acquire over time, and which they utilize and bring to bear in carrying out tasks effectively, reacting to unforeseen circumstances, or innovating. The intuitive nature of tacit knowledge, its particular context, and the difficulty of…
Descriptors: Epistemology, Intuition, Constructivism (Learning), Knowledge Management
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