CATE Polygraph Book Series

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https://prism.ucalgary.ca/handle/1880/113282

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Now showing 1 - 5 of 12
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    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, Diana
    In 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.
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    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, Kathryn
    This 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.
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    Canadian Perspectives on the Self-Study of Teacher Education Practices
    (Canadian Association for Teacher Education (CATE), 2012) Kitchen, Julian; Russell, Tom
    Canadian 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.
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    Foundations in Teacher Education: A Canadian Perspective
    (Canadian Association for Teacher Education (CATE), 2013) Christou, Theodore Michael; Bullock, Shawn Michael
    Education 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.
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    Drama, Theatre and Performance Education in Canada: Classroom and Community Contexts
    (Canadian Association for Teacher Education (CATE), 2015) Carter, Mindy R.; Prendergast, Monica; Belliveau, George
    This 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.