This study examined the use of inclusive practices by 1,373 Quebec teachers to promote prosocial behaviour, according to their individual and contextual characteristics. Two questionnaires were used: a sociodemographic and a validated Classroom Behaviour Management Practices Inventory (N = 68 items; 2 dimensions/7 scales [alpha] = 0.70 to 0.90).…

Education programs increasingly emphasize the development of strong core beliefs and values to support professional judgment for pre-service teacher practice. The ability to critically integrate multiple perspectives is an expected foundation for the pedagogical decisions and professional responsibilities preservice teachers carry out. This…

We draw on a focus group discussion amongst four Indigenous northern Ontario early childhood educators (ECEs) from an Indigenous postsecondary institution's ECE diploma program, to show the important contributions of programs offered by Indigenous postsecondary education institutes to Indigenous cultural revitalization. We are the Indigenous…

The education of Indigenous students in Ontario's publicly-funded schools remains concerning. Given the socio-historical marginalization of Indigenous student epistemologies in public education, it is necessary for teachers to address Indigenous students' learning needs while critically examining their own assumptions as teachers. Prospective…

What creative approaches might be harnessed to encourage social critique and action in pre-service Geography teacher education? By reflecting on an assignment in Casey's Introduction to Teaching Geography class where pre-service teachers (including Allen) visually mapped a worker's labour for a day on unceded and unsurrendered Wolastoqiyik…

In this study, a university professor and school district literacy coordinator co-designed and co-taught a literacy methods course where teacher candidates participated in dynamic learning in classrooms, exploring how theory can meet practice when students' funds of knowledge are valued through responsive teaching. Case study methodology was taken…

This paper describes results from a study that arose to explore, alongside Aboriginal teacher candidates, emerging physical education (PE) practical theory utilizing reflective journaling practices. Practical theory can be described as an individual's personal and dynamic set of values, knowledge, and experience that guides, in part, teaching…

Drawing on reflexive conversations, we describe our experiences teaching a new mandatory course in Indigenous education at Western University in London, Ontario. By discussing the successes, challenges, and mistakes made while teaching this course, we hope to continue to decolonize our practice as settlers, PhD students, and educators with the…

Before the TRC's Calls to Action, we were a collaborative teacher-education partnership of Anishinaabekwe and White settler researching and teaching reconciliation as pedagogical practice with five cohorts of settler teacher-candidates. Engaging theories of settler-colonialism, decolonization and Indigenous studies, we outline the obstacles and…

Within the final teaching practica, pre-service teachers encounter the crucial challenge of redefining their teacher identities. Leaving behind personas formed as students, professional settings necessitate asking themselves what kind of teacher they want to be in a new context. In collaboration with their professor, two pre-service teachers…

Critical challenges facing teacher educators at faculties of education is how to prepare teacher candidates to see schools situated in larger social contexts and support their ongoing learning as social justice advocates. Anti-oppressive work that challenges the marginalization of Lesbian, Gay, Bi-sexual, Transgender, Two-Spirited, Queering and/or…

Classroom circles have been recognized as a valuable pedagogical approach to develop students' social-emotional learning and to establish a sense of community within a classroom. Until recently, there has been little consideration that teachers, themselves, may benefit from circling experiences. To garner a deeper understanding of circling for…

This paper discusses a series of inquiry-based seminars that are central to the teacher education program at the University of British Columbia. This teacher education program reflects the changing curriculum in the province. The new inquiry-based provincial curriculum is being implemented between 2015 and 2018 and the teacher education program is…

Through the lens of a student, this Note from the Field responds to a historical research project which engages pre-service teachers in critical citizenship and social imagination. Looking inward facilitates a personal learning experience of identity that is applied to learning in the 21st century. When 21st century pre-service teacher education…

This paper examines the effects of mindfulness practice through "pranayama," hatha yoga, and meditation on practicing teachers in an inner city school to determine if practices of this nature could contribute to sustainable sense of self, sustainable happiness, and well-being for practicing teachers and pre-service teachers. Furthermore,…