Book review of Kutsyuruba, B. & Walker, K.D. (Eds.). (2017). The bliss and blisters of early career teaching: A pan-Canadian perspective. Burlington, CA: Word and Deed Publishing, Inc.

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Learning to Teach Reading Responsively Through Tutoring

This article describes a community service learning collaboration between a teacher education program and a nonprofit literacy society. Seventeen teacher candidates (TCs) tutored young readers weekly for seven months as part of their course-related field experience and completed reflective assignments analyzing their own learning and the learning of their tutees. The study demonstrates how the tutoring experience enhanced the pedagogical competence of TCs (kid-watching, assessment, instruction, responsiveness, professional conversations, and affirmation of impact). These findings align with contemporary research in literacy teacher preparation, which identifies that the combination of coursework and tutoring is effective in promoting the integration of TC knowledge and confidence in supporting student reading

Learning about our Disciplinary Reading through Interdisciplinary Conversations

This reflective essay explores some of what we have learned by participating in an interdisciplinary Scholarship of Teaching and Learning project about disciplinary reading. In dialogic form, we reflect on why we chose to get involved in this project, how this project has changed our understanding of reading in and across the disciplines, and how it affects our teaching practices going forward. We hope this form will reflect our excitement in these interdisciplinary conversations and will encourage readers to seek opportunities for their own interdisciplinary dialogues about reading. In our conclusion we offer a few framing suggestions for those who wish to set up more conversations about reading &nbsp

Self-Assessment of Professional Growth Through Reflective Portfolios

This study aims to discern how teacher candidates develop reflective capacity by self-assessing their portfolios. While the goal was to help first-year teacher candidates assess their progress toward achieving provincial teaching competencies, many called attention to the interconnections between their academic artifacts and their personal profiles. This led the researcher to refine the focus of the portfolio to the emergence of professional identity and developing structures to support this type of self-awareness.Cette étude vise à trouver comment les futurs enseignants développent la capacité de réflexion par l’auto-évaluation sur leurs portfolios. Bien que le but était d’aider les enseignants en première année de formation à évaluer leurs progrès vers la réalisation des compétences provinciales, plusieurs d’entre eux ont attiré l’attention des chercheurs sur les liens entre leurs artéfacts universitaires et leurs profils personnels. Ce développement a conduit les chercheurs à affiner la finalité du portfolio pour soutenir l’émergence d’une identité professionnelle et au développement des structures pour soutenir cette forme de connaissance de soi

Interests and Purposes in Conceptions of Autonomy

This article examines conceptions of autonomy outlined by Dearden, Callan, Dewey and Kerr and distinguishes between five conceptions, namely, belief autonomy, action autonomy, interest autonomy, purpose autonomy and social autonomy. While Kerr criticizes conceptions of autonomy which are not explicitly moral, this article argues that the emphasis in some philosophical literature has simply emphasized self-regarding virtues more than other-regarding virtues. Purpose autonomy is considered a rich conception of autonomy because it not only builds upon children’s interests but provides the initiative and continuity to sustain interest even in challenging circumstances

Aligning Goals for Certification and Professional Growth: Building Cooperation Among Bachelor of Education Programs in Alberta

This article chronicles a provincial collaboration between ten Bachelor of Education degree-granting universities in Alberta, Canada. This collaboration focused on the newly implemented Teaching Quality Standard (2018) in Alberta and its impact on preservice teacher practicums. Data were collected through curriculum mapping and interviews at each institution. Each institution analyzed their own data and shared themes at a number of group meetings. Two common themes arose: (a) the interconnectedness of practicum and teacher education courses and (b) the role of the Teaching Quality Standard as a development tool within practicum. Key words: teacher education, practicum, teaching quality standard, postsecondary collaboration Cet article relate une collaboration provinciale entre dix universités de l'Alberta, au Canada, qui décernent des baccalauréats en éducation. Cette collaboration s'est concentrée sur la nouvelle norme de qualité de l'enseignement (2018) en Alberta et son impact sur les stages des enseignants en formation initiale. Les données ont été recueillies par le biais de la cartographie des programmes d'études et d'entretiens dans chaque établissement. Chaque établissement a analysé ses propres données et a partagé les thèmes lors de plusieurs réunions de groupe. Deux thèmes communs sont apparus : (a) l'interconnexion des stages et des cours de formation des enseignants et (b) le rôle de la norme de qualité de l'enseignement comme outil de développement dans le cadre des stages. Mots clés: formation des enseignants, stage, norme de qualité de l'enseignement, collaboration postsecondair

Who Is Interested in Teacher Leadership and Why?

This chapter addresses some of the significant gaps in knowledge about teacher leadership. First, the authors describe important attributes of teacher leaders and their motivations for exercising influence. The spheres of teacher leader influence and responsibilities are described, progressing from the need for individual self-reflection to the classroom and throughout the school. The widest level of influence is on parents and the larger community. Further, the lens of teacher identity is used to examine the process by which teachers become leaders, along with the influence of beliefs, values, and a sense of agency. Next, the chapter will consider some of the influential voices and influences on teacher leadership dialogue. It describes how the term teacher leadership obscures nuances relevant to different international contexts. The argument is presented that there is an unintended but clearly discernible hegemonic dimension to our understanding of teacher leadership. This will describe the terms in relation to implicit assumptions which may be competing and are perhaps primarily based in Western thought. The chapter emphasizes the need for more context-centered interrogation of the discourse about teacher leadership, especially in relation to its cultural compatibility and sensitivity. Cultural, historical, economic, and political differences require understanding teacher leadership in global and local contexts. The chapter closes by briefly describing each of the chapters in the book and how they will address gaps in current understandings of teacher leadership

AADE framework of effective teaching for learning

This study was commissioned by the Professional Standards Branch of Alberta Education to address the question: What competencies do teachers need to support students to be engaged, ethical and entrepreneurial citizens? Based on a selective examination of the research literature, this paper presents a Framework of Effective Teaching for Learning (FETL). The FETL builds on the dynamic, complex and professional conception of teaching expressed in the 1997 Teaching Quality Standard Applicable to the Provision of Basic Education in Alberta. Contemporary research in the areas of student engagement, formative assessment and the learning sciences along with advances in our understanding of technological, pedagogical and content knowledge have contributed to the conception of effective teaching conveyed in the teaching competencies described in the FETL. An important purpose of this paper is to generate dialogue toward the next iteration of the Alberta consensus on effective teaching