2011/12 Media Archive
Community to Reimagine Educational Alternatives for Teacher Education (CREATE)
CREATE was a faculty-wide initiative established by Dr. Rita Irwin, Associate Dean of Teacher Education, to inspire innovations in teacher education at UBC.
Inquiry in Teacher Education: A look at the concept and practice of teacher inquiry as it pertains to the CREATE BEd program
Professor, Co-Director, Centre for the Study of Teacher Education (CSTE)
Instructor, Language and Literacy Education (LLED)
Instructor, Language and Literacy Education (LLED)
Coordinator, BEd (French) Programs
The re-visioned teacher education (BEd) program will be implemented in September. One of its guiding tenets is the development of an inquiry approach to teacher education. Three inquiry seminars will anchor the new program and, in preparation for this, instructors have piloted the inclusion of inquiry in the Principles of Teaching course in elementary, middle years and secondary cohorts for the past two years. Insights gained from the pilot, from student inquiry projects and from instructor and student feedback will be shared. The presentation offers an opportunity to learn more about the rationale for inquiry in teacher education and to discuss possibilities for the coming program.
E-portfolio: How are we doing? Instructors' perspective
Senior Instructor, Language and Literacy Education
Special Projects Coordinator, Teacher Education Office
This presentation will report on part of a recent study designed to explore perceptions of the e-portfolio assignment, and the role of the TEO in supporting teacher candidates and instructors in the program. In this seminar, we will focus on instructors' input for direction.
The Match: The New BEd Program and Problem Based Learning
Margot Filipenko, Anne Zavalkoff, Frank Baumann, and Dot Clouston
In September 2012 the re-visioned teacher education (BEd) program will begin. The presenters of this seminar will discuss the ways their long-standing PBL curriculum will fit with the new CREATE curriculum.
Language and Literacy Education: An Aesthetic Approach
Instructor, Department of Language and Literacy Education
This presentation explores the use of procedural poetics to enhance language and literacy education, in particular the teaching of writing, by developing strategic pedagogical interventions to direct language study while simultaneously providing students with opportunities to create remarkable literary works. Drawing on the range of rules and constraints utilized by the influential French movement called Oulipo, and in particular a schematic for potential literature suggested by Marcel Benabou (1986), an overview of possible writing strategies will be presented, with examples of processed poems performed. The liberating aspect of this form of creativity comes from focusing concentration on formal constraints thereby dislodging the self-conscious 'blocks' that can arise under pressure to be original and inspired. Instead, directed language play engenders mastery of difficult genres of composition by reinforcing linguistic understanding and giving aesthetic experience to the acquisition of new vocabulary. Aspects of personal preference and style become actively engaged in procedural writing and constraints can be used to strategically guide writing development with important implications for literacy and writing pedagogy.
Teacher Attitudes, Dispositions and Conduct: The Murky Terrain Between Belief and Action in Teacher Education
Assistant Professor, Educational Studies
The idea of "teaching dispositions" is often unclear in teacher education programs, sometimes referring to teacher-candidates' general personal values and beliefs, and sometimes referring to their professional commitments and actions. As a result, it is unclear whether teacher education programs should focus on selecting the right kind of person, on educating the student for a profession, or both. In this presentation I will refer to the Supreme Court of Canada ruling in the case of Trinity Western University vs. the BC College of Teachers in order to suggest a clearer distinction between predispositions (value commitments that a person may or may not act upon) and professional dispositions (characteristics attributed to a person based on actually observed actions). I will argue that teacher education programs should focus their attention on the latter, not the former. The question is not whether student-teachers have the 'right' personal beliefs but whether, if the dispositions required by the profession are at odds with their personal beliefs, the former will override the latter.
Co-sponsored by the W. Maurice Young Centre for Applied Ethics
Enhancing Early Career Motivation and Well-Being Through Preservice Teaching Experiences
Nancy Perry, Rebecca Collie, and Charlotte Brenner
Department of Educational and Counselling Psychology, and Special Education
Research indicates a wide range of factors affect teachers' motivation for and commitment to teaching, especially early in their careers. Our research seeks to understand these factors better by examining relationships between student teachers' experiences in their teacher education programs and their perceptions of teaching efficacy, engagement in and commitment to teaching, and stress associated with teaching. Teacher candidates in the Self-Regulated Learning, Social and Emotional Learning, Problem-Based Learning, Intermediate, and Kindergarten/Primary cohorts have participated in our study. We will begin our presentation with a brief review of research findings on teacher motivation and well-being and then describe our project—what we are doing and learning and what comes next.
The Mentoring Profile Inventory: An Online Professional Development Resource for Cooperating Teachers
Professor, Curriculum & Pedagogy
Director, CSTE Network of Centres & Institutes in Education – Centre for the Study of Teacher Education
The Richmond School Advisor Network has developed an online inventory, a Mentoring Profile Inventory (MPI), to help practicum advisors attend to selected dimensions of their advisory practice. The MPI helps advisors identify the degree to which elements of their advisory practice motivates and/or challenges them in their work with teacher candidates. The inventory provides advisors with an easy-to-understand graphic report (14 sub-scales and 3 summary charts) that can be used individually or collectively to facilitate advisors' professional development. The MPI has relevance to both school and faculty advisors.