CATE Working Conference Publications
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Item Open Access Online learning and teaching from kindergarten to graduate school(Canadian Association for Teacher Education (CATE), 2022) Jacobsen, Michele; Smith, CathrynThis volume is the product of the collaboration of invited participants and editors at the Eleventh Working Conference of the Canadian Association for Teacher Education that was held online with the University of Calgary from October 14–16, 2021. The impetus for the conference theme, online learning and teaching from kindergarten to graduate school, emerged alongside the worldwide pivot to online education in response to the global pandemic. This volume examines a variety of ways in which Canadian researchers in teacher education are analyzing, designing, and evaluating diverse online learning pedagogies, learner experiences and outcomes in K-12 and post-secondary education contexts. Chapters are organized in four sections: 1) Online Learning & Teaching in K-12, 2) Relationships & Relationality in Online Learning & Teaching, 3) Online Learning & Teaching in Higher Education, and 4) Conceptualizing Learner Centered Models in Higher Education. Knowledge building and collaboration through the working conference and the chapters in this publication aim to enhance and extend understanding, communication, and critical analysis among Canadian and global teacher educators; this publication also seeks to contribute to research and practice in response to the imperative that “teacher education programs must prepare teachers for the schools of the future – teachers who are experts in disciplinary content, knowledgeable about the latest research on how people learn, and able to respond creatively to support each student’s optimal learning” (Sawyer, 2022, p. 671) in diverse modalities and contexts for learning including online, blended, hybrid, and in person engagements.Item Open Access Field Experiences in the Context of Reform of Canadian Teacher Education Programs, Volume 1(Canadian Association for Teacher Education (CATE), 2010) Falkenberg, Thomas; Smits, HansThis volume developed out of a face to face working conference held at the University of Manitoba in Winnipeg in November of 2009. Participants from across Canada engaged with their colleagues’ ideas concerning field experiences.Item Open Access The Question of Evidence in Research in Teacher Education in the Context of Teacher Education Program Review in Canada, Volume 2(Canadian Association for Teacher Education (CATE), 2011) Falkenberg, Thomas; Smits, HansThis volume developed out of a face to face working conference held at the University of Manitoba in Winnipeg in November of 2010. Participantsfrom across Canada engaged with their colleagues’ ideas about the question of evidence in research in teacher education in the context of teacher education program review.Item Open Access The Question of Evidence in Research in Teacher Education in the Context of Teacher Education Program Review in Canada, Volume 1(Canadian Association for Teacher Education (CATE), 2011) Falkenberg, Thomas; Smits, HansThis volume developed out of a face to face working conference held at the University of Manitoba in Winnipeg in November of 2010. Participants from across Canada engaged with their colleagues’ ideas about the question of evidence in research in teacher education in the context of teacher education program review.Item Open Access 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, MarkThis 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.Item Open Access What is Canadian about Teacher Education in Canada? Multiple Perspectives on Canadian Teacher Education in the Twenty-First Century(Canadian Association for Teacher Education (CATE), 2013) Thomas, LynnThe fifth working conference took place at York University in November, 2011 as a response to the question What is Canadian about teacher education in Canada? This volume emerged from that dialogue and contains four sections that: (a) question the notion of a common conceptual framework for teacher education in Canada; (b) consider what is particularly Canadian about various teacher education programmes across the country; (c) focus on research that explores challenges and advantages that Canadian teacher education programmes share with countries around the world, and; (d) look at recent innovations in Canadian teacher education and the needs that these innovative programmes attempt to respond to.Item Open Access Becoming teacher sites for teacher development in Canadian Teacher Education(Canadian Association for Teacher Education (CATE), 2014) Thomas, LynnIn this volume researchers from the field of teacher education from across Canada have contributed chapters that explore aspects of "teacher becoming" at their respective institutions. These contributions range from research on who can become a teacher in Canada, to when this happens, where becoming a teacher takes place, and how the beliefs that teachers are transformers or agents of change are taken into account in teacher education. This collective publication follows participation in a working conference on the topic of "Teacher Becoming" organised by the Canadian Association for Teacher Education (CATE) that was held at McGill University in Montreal in early November 2012.Item Open Access What Should Canada's Teachers Know(Canadian Association for Teacher Education (CATE), 2016) Hirschkorn, Mark; Mueller, JulieTeacher 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.Item Open Access Globalization and Diversity: What does it mean for Teacher Education in Canada?(Canadian Association for Teacher Education (CATE), 2019) Mueller, Julie; Nickel, JodiTeacher education researchers from across Canada considered the knowledge, skills, and values that prepare teachers to teach in an increasingly diverse and complex world. More recently, Friesen (2018) called for teacher education programs to “take a serious look to determine how these shifts are reflected within their programs” (p.3). This volume responds to Dr. Friesen’s call with a variety of research studies and theoretical debates aimed at identifying and evaluating approaches to globalization and diversity in Canadian teacher education.Item Open Access Mapping Research in Teacher Education in Canada(Canadian Association for Teacher Education (CATE), 2008) Falkenberg, Thomas; Smits, HansThis volume developed as a result of the first Working Conference on Teacher Education in Canada, held in Winnipeg in 2007. Along with general essays on teacher education, topic areas of discussion that appear as sections in the volume include (a) teacher governance, policy, and the role of the university; (b) aboriginal teacher education and aboriginal perspectives in teacher education; (c) understanding of practices in teacher education related to diversity, identity and inclusion, and demographic change (d) the nature, role and place of field experiences in teacher education and relationships with schools; (e) the education and professional development of teacher educators, and; (f) teacher education program reform and development.Item Open Access Preparing Teachers as Curriculum Designers(Canadian Association for Teacher Education (CATE), 2021) Nickel, Jodi; Jacobsen, MicheleThis volume is the product of the collaboration of participants at the Tenth Working Conference of the Canadian Association for Teacher Education that was held at Wilfrid Laurier University from October 24–26, 2019. The impetus for the working conference theme, Preparing Teachers as Curriculum Designers, emerged initially from the Teaching Effectiveness Framework (Friesen, 2009). This volume examines a variety of ways in which Canadian teacher educators are preparing teachers as curriculum designers. Chapters are organized according to three key areas: Designing Teacher Education Programs, Collaborative Professional Learning for Teacher Designers, and Designing in the Disciplines. The working conference dialogue and this publication aim to enhance and extend communication, collaboration, and critical analysis among Canadian teacher educators; it also seeks to contribute to research and practice that will inspire teachers and teacher educators to design learning that “engages students intellectually and academically ...[and that] is worthy of their time and attention, is personally relevant, and deeply connected to the world in which they live” (Friesen, 2009, p. 4).Item Open Access Field Experiences in the Context of Reform of Canadian Teacher Education Programs, Volume 2(Canadian Association for Teacher Education (CATE), 2010) Falkenberg, Thomas; Smits, HansThis volume developed out of a face to face working conference held at the University of Manitoba in Winnipeg in November of 2009. Participants from across Canada engaged with their colleagues’ ideas concerning field experiences.