CATE Working Conference Publications

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Browsing CATE Working Conference Publications by Author "Hirschkorn, Mark"

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    Change and progress in Canadian teacher education: Research on recent innovations in teacher preparation in Canada
    (Canadian Association for Teacher Education (CATE), 2015) Thomas, Lynn; Hirschkorn, Mark
    This volume is the product of the collaboration of participants at the Seventh Working Conference of the Canadian Association for Teacher Education that was held at the University of Saskatchewan from October 31 to November 2, 2013. Researchers gathered from across Canada to examine different facets of change in relation to teacher education. Five areas associated with this topic are explored: a) Change and innovation in teacher education programs; b) Change and innovation in the practicum; c) New directions for foundations of education; d) Admissions in a time of change, and e) Inclusion and diversity as innovative practices.
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    What Should Canada's Teachers Know
    (Canadian Association for Teacher Education (CATE), 2016) Hirschkorn, Mark; Mueller, Julie
    Teacher education programs work with prospective teachers that are destined to work in a wide variety of contexts, and thus must find ways to allow individuals to engage personally with what is offered while maintaining more general program-wide experiences and certification requirements. So what do teacher education institutions intend for their students to learn within the boundaries of their programs? This book is composed of answers to more specific questions that begin to explore the broader inquiry as to what Canada’s teachers should know. The 21 chapters that form this volume are divided according to their consideration of one of four focus questions examining a) the impact of globalization on the teacher capacities in Canada; b) how capacities are developed and influenced during and after teacher education programs; c) how teacher education programs measure capacities and are held accountable for the development of these capacities; and d) how these capacities may or may not serve the needs of a diverse student body. This book is evidence that there is no longer a one-model-fits-all mentality prevailing in Canadian teacher education, rather, teacher educators are embracing the context of their communities, provinces, and the world to provide critical conversations and experiences for their students.