CATE Polygraph Book Series
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Item Open Access Initial teacher education in Ontario: The four-semester teacher education programs after five years(Canadian Association for Teacher Education (CATE), 2022-01) Kitchen, Julian; Petrarca, DianaIn Petrarca and Kitchen (2017), Initial Teacher Education in Ontario: The First Year of Four-Semester Teacher Education Programs, we offered descriptions and accounts of teacher education programs that were redesigned in response to the Ontario government’s decision to ‘enhance’ teacher education by extending it from two semesters (one year) to four semesters (over 16 months or two years). Chapters written by teacher educators involved in the delivery and, often, the administration of university-based teacher education programs were rich in detail on the organization and vision of their programs, the challenges of designing programs in a short time, and the ways in which the ‘enhanced’ programs used the added class time to improve teacher preparation. This second volume, by picking up the story four years later, captures ongoing program refinements and pays particular attention to the role of field experiences in enhancing teacher preparation.Item Open Access Crisis and Opportunity: How Canadian Bachelor of Education Programs Responded to the Pandemic(Canadian Association for Teacher Education (CATE), 2022) Danyluk, Patricia; Burns, Amy; Hill, S. Laurie; Crawford, KathrynThis collection examines how Bachelor of Education programs across Canada adapted during the COVID-19 pandemic, covering the period immediately after the pandemic was declared and the year following (March 2020 to March 2021). The collection is divided into four sections focused on programmatic changes, pedagogical developments, practicum adaptations, and equity with an overall consistent concern for preservice teacher learning and well-being.Item Open Access Canadian Perspectives on the Self-Study of Teacher Education Practices(Canadian Association for Teacher Education (CATE), 2012) Kitchen, Julian; Russell, TomCanadian teacher educators have played an active role in the self-study of teacher education practices (S-STEP). This volume brings together seven articles that reflect the impact of Canadians in this field.The articles in this volume are intended to give readers an understanding of the nature and range of S-STEP research as well as an overview of this active and evolving field of teacher education inquiry. In doing so, we highlight important questions in the field as well as a range of methodological approaches to S-STEP.Item Open Access Foundations in Teacher Education: A Canadian Perspective(Canadian Association for Teacher Education (CATE), 2013) Christou, Theodore Michael; Bullock, Shawn MichaelEducation foundations scholars – defined here in disciplinary terms, which encompass History, Philosophy, and Sociology of Education – have been feeling the ground shift beneath their feet for years. This book offers reflections from each of the three disciplines and from all regions of the country. The authors here were asked to respond to the following question: “What role should foundations play in Canadian preservice teacher education?” The responses are organized in three sections disciplinarily, (history of education, philosophy of education, sociology of education), although there is tremendous overlap between the three sections.Item Open Access Drama, Theatre and Performance Education in Canada: Classroom and Community Contexts(Canadian Association for Teacher Education (CATE), 2015) Carter, Mindy R.; Prendergast, Monica; Belliveau, GeorgeThis book brings together the voices of various scholars and educators interested and engaged in the broad field of Drama, Theatre, and Performance Education in Canada. The individual chapters offer distinct Canadian perspectives on these approaches from elementary through postsecondary levels, as well as in local communities through applied theatre and other performance-based initiatives. The volume is composed of three sections: dramatic approaches, theatrical approaches, and performance approaches.Item Open Access The Complexity of Hiring, Supporting, and Retaining New Teachers Across Canada(Canadian Association for Teacher Education (CATE), 2015) Maynes, Nancy; Hatt, Blaine E.This volume is meant to provide a better understanding of some of the complexities of hiring, supporting, and retaining teachers in the profession in Canada. These challenges are common to many areas across the country. The book is organized so that chapter foci evolve in a sequence that indicates a typical career path for a new teacher: teacher preparation, hiring, early career supports, and finally, career maturation.Item Open Access CATE-Conference-Keynote-Presentations-2009-2013(Canadian Association for Teacher Education (CATE), 2016) Thomas, LynnThe following keynote speeches presented by CATE at the annual Canadian Society for Studies in Education (CSSE) conference cover the years 2009 to 2013 and are presented in this volume in chronological order. Together, these five chapters, represent five perspectives on teacher education in different institutions located on the Pacific coast, the western prairies and central Canada. Topics include indigeneity in the academy, teacher candidates learning from experience, the development and demise of an experimental approach to teacher education, integrating technologies to support teacher candidate learning about literacy, and the role and responsibility of education for addressing vulnerability and precarity.Item Open Access Handbook of Canadian Research in ITE (2015)(Canadian Association for Teacher Education (CATE), 2015) Falkenberg, ThomasThis publication brings together information about initial teacher education programming in Canada including scholarly discussions of core elements of initial teacher education programs and the research being conducted on the topic. The chapters focus on initial teacher education programming in various parts of Canada, specific aspects of inital teacher education, and selected issues in initial teacher education.Item Open Access Canadian Perspectives on Initial Teacher Environmental Education Praxis(Canadian Association for Teacher Education (CATE), 2016) Karrow, Douglas D.; DiGiuseppe, Maurice; Elliott, Paul; Gwekwerere, Yovita; Inwood, HilaryThe purpose of this volume is to raise the profile of environmental education research in the Canadian context. Chapters present perspectives from across Canada, with a focus on theory and practice, while maintaining a view to the future in initial teacher environmental education programs.Item Open Access Initial Teacher Education in Ontario: The First Year of Four-Semester Teacher Education Programs(Canadian Association for Teacher Education (CATE), 2017) Petrarca, Diana; Kitchen, JulianThis polygraph outlines the policy intentions and story of the development of the "enhanced initial teacher education program" in Ontario. Authors record the movement from policy intention to policy implementation through the lived experience of those engaged in the work. Their accounts of program change also reveal innovative and thoughtful responses to common, long-standing challenges and tensions in initial teacher education. This polygraph speaks directly and usefully to teacher educators, policy makers, field partners and stakeholders engaged in teacher development.Item Open Access Key Notes in Teacher Education: CATE Invited Addresses 2004-2008(Canadian Association for Teacher Education (CATE), 2009) Pitt, AliceThe following keynote speeches presented by CATE at the annual Canadian Society for Studies in Education (CSSE) conference cover the years 2004 to 2008 and are presented in this volume in chronological order. Together, these keynote addresses offer a series of important contributions to the discourse on and practice of teacher education in Canada.Item Open Access Professional ethics and law for Canadian teachers(Canadian Association for Teacher Education (CATE), 2018) Maxwell, Bruce; Tanchuk, Nick; Scramstad, CarlyThis polygraph emerged from a meeting of Canadian experts in professional ethics in education in summer 2017 at Ryerson University. Contributions focus on both theory and practice, and the realities within which ethical judgments must be made. Papers are grouped in three sections in the volume: (a) teaching and learning, (b) conceptual framing, (c) empirical inquiry.