2012/13 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.
Literacy Autobiography: Teacher Candidates’ Beliefs and Understandings of Literacy in the 21st Century
Dr. Margot Filipenko
Senior Instructor, Language and Literacy Education (LLED)
Dr. Marianne McTavish
Instructor, Language and Literacy Education (LLED)
Our BEd program is a one-year postgraduate degree. Our candidates come from many disciplines and subject areas and, while it has been noted that candidates have an impressive range of skills and knowledge, they have rarely explored or examined their own understandings of literacy. Recent studies indicate that the relationship between beliefs and actions is interactive and dynamic in nature; that is, beliefs are thought to drive actions although experiences may lead to changes in beliefs. This suggests the need to surface and understand teacher candidates’ existing beliefs and practices about literacy in order to engage in meaningful dialogue and activities aimed at supporting their understanding of literacy and literacy learning in the 21st century. The purpose of this CREATE seminar is to disseminate preliminary findings from an initial phase of a study that explores teacher candidates from the kindergarten and primary program (KIPP) cohort responses to the first assignment of the foundations literacy course for evidence of their emerging beliefs and understandings of literacy and literacy development. These findings will help inform literacy course development and planning decisions in teacher education programs.
Indigenous Teacher Education: Innovation and Challenge
NITEP Field Coordinators:
Karen Blain NITEP Kamloops Coordinator, Kamloops Centre
Clinton Charlie NITEP Duncan Coordinator, Duncan Centre
Lucetta George Grant On–Campus Coordinator (Years 3–5), UBC Vancouver campus
Lois-Anne Hanson Arnold NITEP Bella Bella Coordinator, Bella Bella Centre
Marny Point Urban Coordinator (Years 1–2), UBC Vancouver campus
UBC's Associate Dean for Indigenous Education, and the coordinators of the Native Indian Teacher Education Program (NITEP), discuss the innovative and challenging aspects of regional field centre partnerships with Indigenous community and post-secondary institutes, the educational placements, and Indigenous courses that NITEP offers. Proposed programmatic innovations and alumni events that have been part of the Year of Indigenous Education will also be highlghted. We invite discussion about how the faculty can work together to promote Indigenous teacher education and establish mutually beneficial partnerships with the Indigenous community.
Revised BEd Program Evaluation Data: An Update
Dr. Shawna Faber
12-Month Lecturer, Education & Counselling Psychology, and Special Education (ECPS)
This presentation will focus on the ongoing evaluation of the revised Bachelor of Education program that began in September 2012. This participant oriented evaluation began with a survey of the teacher candidates who completed their degree in the previous program (August 2012) and has thus far included current students, instructors, TEO staff members, and faculty associates. Data gathering has been done utilizing surveys, interviews and focus-groups. In this presentation, the current findings of the program evaluation will be discussed, as will the evaluation plan for the rest of this school year. This evaluation was initiated by the TEO and supported by the Dean’s Office.
Decolonizing Learning Through the Lens of Place, Community and Experience
Tracy L. Friedel
Assistant Professor, Department of Curriculum and Pedagogy (EDCP)
PhD Student, Department of Curriculum and Pedagogy (EDCP)
Manager, Resarch and Evaluation, UBC-Community Learning Initiative
Officer, Community-Based Experiential Learning, Faculty of Land and Food Systems
This interactive session seminar will focus on the potential and pedagogical possibilities of place/community/experience–based learning to act as a decolonizing force in teacher education. In this seminar, we will share the experience of an Indigenous educator who sought to work with a group of graduate students to understand how participation in place–based service learning could affect graduate students’ understanding of: a) local social and ecological issues (particularly those affecting local Indigenous groups), b) feelings of efficacy with respect to the work of social change, and c) motivation to be involved in such efforts. This research project fits within a larger strategy of the UBC–Community Learning Initiative (UBC–CLI) to encourage the engagement of students, faculty, staff, and community to work collaboratively on projects that seek to address complex community priorities in ways that also support student learning.
The Awkwardness of the M Word: Canadian Multicultural Education After the Death of Multiculturalism
Professor, Department of Educational Studies (EDST)
Director, Centre for Culture, Identity and Education (CCIE)
This session presents two tales of Canadian multiculturalism in general and multicultural education in particular. One tale is of a common sense, dominant multicultural education that underscores multiculturalism as a symbol and premiere characteristic of Canada. There may have been some critiques from the left and the right in the past and there’s always the awkwardness of Quebec’s interculturalism and intercultural education but these are past and peripheral matters that do little to trouble the idea that Canada and its approach to diversity education are decidedly multicultural. A rather different tale emerges when we consider multiculturalism and multicultural education in the context of global developments such as “the death of multiculturalism” discourse, the emergence of European interculturalism and intercultural education and even national and local developments of a variety of school board approaches to diversity, all of which constitutes cracks in the façade of a completely dominant Canadian multiculturalism and multicultural education. The invitation is for us to consider what the future of diversity education ought to be locally and nationally given the contradictory state of affairs of complacently hegemonic Canadian multiculturalism and multicultural education on the one hand and passé, challenged and undermined multiculturalism and multicultural education on the other.
Professor Wright is the principal editor of the relevant text, Precarious international multicultural education (Sense Publishers, 2012)
Encountering Pedagogy Through Relational Art Practices
Dr. Rita Irwin
Professor and Associate Dean of Teacher Education
Department of Curriculum and Pedagogy (EDCP)
Dr. Dónal O Donoghue
Associate Professor, Department of Curriculum and Pedagogy (EDCP)
This presentation discusses an innovation in art teacher education. Two socially engaged artists were invited to work with art education teacher candidates and instructors in an effort to rethink notions of teaching, learning and art. We wanted to examine how learning encounters might create environments for meaningful exchanges between the ways in which artists and secondary art education teacher candidates learn to think about pedagogy and the nature of artistic learning. Drawing upon relational aesthetics, we consider yet trouble the relational aspects of the processes and products of the artist residency, and examine the crisis of imagination that permeated teacher candidates’ experiences. Throughout the project, a/r/tography offered a rich form of living inquiry that opened up possibilities for learning within a community of inquirers.
Literacy, Learning and Shakespeare in the Early Years
Associate Professor, Department of Language and Literacy Education (LLED)
PhD candidate, Department of Language and Literacy Education (LLED)
Vancouver Primary Montessori Teacher
This presentation takes us inside a Vancouver Montessori classroom where the teacher (Mrs. B.) and the primary children explore Shakespeare’s Much Ado About Nothing. To prepare the 6 – 9 year old children for their journey with Shakespeare, Mrs. B. introduced drama and literacy-based strategies. These strategies developed into a rehearsal process leading to an in-class production of the play for parents. The CREATE presentation begins by providing background information about the research project including context, data collection, and methodology. This is followed by a discussion of how drama and literacy-based approaches generated a rich learning environment for the young learners during their encounter with Shakespeare.
The Use of Modern Technology in Teacher Education: Are We Ready?
Assistant Professor, Science Education
This hands-on presentation will discuss and showcase opportunities for effective use of technology-enhanced pedagogies in teacher education, as well as K-12 Mathematics and Science classrooms. We will focus on electronic-response systems (or clickers) and discuss how they can be implemented in K-12 classrooms and in teacher education. We will also brainstorm opportunities for bridging the gap between educational research teaching practice through creating research-informed resources for technology-enhanced teaching. We will showcase our new initiative "Mathematics and Science Teaching and Learning through Technologies" project, supported by the Faculty of Education and Teaching and Learning Enhancement Fund.
Re-Imagining and Indigenizing the Library's Role in Educating New Teachers
Acting Head, Instructional Programs Librarian, Education Library
Reference and Instruction Librarian, Education Library
Aboriginal Engagement Librarian, First Nations House of Learning—Xwi7xwa Library
The role of libraries will be examined – specifically the Education Library, First Nations House of Learning Xwi7xwa Library, and more broadly, school libraries. The re-imagined teacher education program has inspired revision in the role Education librarians play to respectfully and meaningfully integrate First Nations history, content, and world-views; commit to inquiry and research oriented education; and emphasize diversity and social and ecological justice. Our libraries can support teacher candidates as they acquire theoretical understandings for teaching and apply those theories in their practice. We bring teacher candidates and ideas together in library spaces that offer unique learning environments, where inquiry, collaboration, the role of Indigenous Knowledge, relationships and ways of knowing are celebrated. This session will be interactive: we present our re-imagined roles and seek feedback and ideas to further ensure our relevance for faculty and teacher candidates.