Teacher Education in Canada
Content
This article was downloaded by: [Yeditepe Universitesi] On: 24 March 2012, At: 16:48 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK
Journal of Education for Teaching: International research and pedagogy Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/cjet20
Teacher education in Canada Shirley Van Nuland
a
a
Faculty of Education, University of Ontario Institute of Technology, Oshawa, Canada Available online: 21 Sep 2011
To cite this article: Shirley Van Nuland (2011): (2011): T Teacher eacher education in Canada, Journal of Educa Education tion for Teaching: International research and pedagogy, 37:4, 409-421 To link to this article: http://dx.doi.org/10.1080/02607476.2011.611222
PLEASE SCROLL DOWN FOR FOR ARTICLE Full terms and conditions of use: http://www.tandfonline.com/page/terms-andconditions This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, supply, or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae, and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising arising out of the use of this material.
Journal of Education for Teaching Aquatic Insects Vol. 37, No. 4, November 2011, 409 – 421 421
Teacher education in Canada Shirley Van Nuland* Faculty of Education, University of Ontario Institute of Technology, Oshawa, Canada ( Final version received 11 July 201 2011 1)
2 1 0 2 h c r a M 4 2 8 4 : 6 1 t a ] i s e t i s r e v i n U e p e t i d e Y [ y b d e d a o l n o w D
Teac eacher her educ educatio ation n pro progra gramme mmess wit within hin Can Canada ada are mar markedl kedly y dif differ ferent ent in str strucucture and dura duration tion acr across oss the prov provinc inces, es, whic which h aff affect ectss pro progra gramme mme deli deliver very y for teacher candidates and their opportunities for clinical practice. This paper provides a brief overview of Canadian pre-service teacher education, a summary of new teacher induction and mentoring activities, and an outline of some issues and factors facing and in uencing these teacher education programmes, including declining enrolment, emerging technologies and practices, and equity issues. Keywords: emer emergi ging ng te tech chno nolog logies ies;; eq equit uitab able le education; practicum; teacher education research
acce ac cess; ss; pr pree-ser servic vicee
teache tea cher r
Introduction to education in Canada
Responsibility for education in Canada is within a federal system of shared powers since Canada’s Constitution Act of 1867 provides that ‘[I]n and for each province, the legislature may exclusively make Laws in relation to Education ’. In the 13 jurisdictio dic tions ns (10 pro provin vinces ces and thr three ee ter territ ritori ories) es),, the res respon ponsib sibili ility ty to org organi anise, se, del delive iver r and assess education at elementary, secondary and tertiary (including technical and vocational) levels lies with departments or ministries of education. As a result, there is no federal department of education and no integrated national system of education. Viewed as a nation, one notes the signi cant differences in curriculum, assessment, governance governance and accou accountabi ntability lity polic policies ies among the juris jurisdicti dictions ons that express the geography, history, language, culture and corresponding specialised needs of the populations served (Council of Ministers of Education Canada 2008). Withi Wi thin n eac each h pro provin vince ce or ter territ ritory ory,, the man many y of cials responsible responsible for educa education tion within wit hin the edu educat cation ion dep depart artmen ment(s t(s)) and loc local al sch school ool boa boards rds und unders erstan tand d the their ir rol roles es through throu gh statu statutes tes and regul regulation ationss outli outlining ning their duties. At the provi provincial/ ncial/terri territoria toriall leve le vel, l, th thes esee du duti ties es in incl clud udee pr prov ovid idin ing g cu curr rric icul ulaa gu guid idel elin ines es to sc scho hool ol bo boar ards ds to develop courses of study, setting diploma requirements, distributing funds allocated by the legislature, and making regulations governing organisation of schools and duties of teachers and school board of cials. It is then the responsibility of district or local school boards to build, equip and furnish schools, to employ teachers and other staff to operate the schools, to provide special education programmes and to
*Email: [email protected] ISSN 0260-7476 print/ISSN 1360-0540 online 2011 Taylor & Francis http://dx.doi.org/10.1080/0260 http://dx.doi.or g/10.1080/02607476.2011 7476.2011.611222 .611222 http://www.tandfonline.com
410 S. Van Nuland
ensure that within their jurisdictions schools abide by the provisions of the statutes and regulations. Public education at the elementary and secondary school levels is provided free of cost to those meeting age and residency requirements. Pre-elementary education (for four- and ve-year-olds) is offered in most regions in Canada but may vary in programme delivery delivery,, e.g. a full day programme; a combination of half day programme with half day child care; a half day programme every day or full day every
2 1 0 2 h c r a M 4 2 8 4 : 6 1 t a ] i s e t i s r e v i n U e p e t i d e Y [ y b d e d a o l n o w D
other day. While the local school board generally determines the programme, some programmes follow provincial curricula guidelines. Elemen Ele mentar tary y and sec second ondary ary sch school ool edu educat cation ion is com compul pulsor sory y, but the age var varies ies with the jurisdiction (i.e. six to 18 or graduation from secondary school). Elementary tar y sch school ooling ing con consis sists ts of six or eig eight ht yea years rs wit with h stu studen dents ts pro progre gressi ssivel vely y lea learni rning ng subjects such as language, mathematics, social studies, science, health and physical educat edu cation ion,, mus music ic and art art.. In rec recent ent yea years, rs, add additi itiona onall res resour ources ces and sup suppor portt hav havee been directed to literacy and numeracy initiatives to develop stronger reading, writing, and math skills for elementary age children. Secondary schooling includes the nal four or six years of compulsory education. Early in secondary school, students take mostly compulsory courses with some optional courses, and in the later years undertake specialised courses that lead to the job market or the tertiary level. The specia spe cialis lised ed cou course rsess may inc includ ludee tec techni hnical cal and voc vocati ationa onall cou course rses. s. It is wit within hin thi thiss Canadian landscape that pre-service teacher education is situated. Pre-service teacher education
Teac eacher her edu educat cation ion is off offere ered d in 62 ins instit tituti utions ons in Can Canada ada’s 10 provinces (a gure conrmed by the Association of Canadian Deans of Education); no programmes are offere off ered d in the thr three ee ter territ ritori ories. es. Stu Studen dentt enr enrolm olment ent ran ranges ges fro from m few fewer er tha than n 100 to over ov er 40 4000 00,, an and d fa facu cult lty y me memb mber erss nu numb mber er fr from om si six x to 15 150 0 (C (Cro rock cker er an and d Di Dibb bbon on 2008). 200 8). The Cro Crocke ckerr and Dib Dibbon bon stu study dy sho shows ws tha thatt tea teache cherr edu educat cation ion pro progra gramme mmess are mar marked kedly ly dif differ ferent ent in str struct ucture ure and dur durati ation on and tha thatt the these se dif differ ferenc ences es hav havee a signicant inuence on deliv delivery ery,, time alloc allocation ation and utili utilisatio sation, n, stude students nts’ learning experiences and students’ opportunities for clinical practice. Given the geographical, histor his torica ical, l, lin lingui guisti sticc and cul cultur tural al div divers ersiti ities es in Can Canada ada,, no one tea teache cherr edu educat cation ion model can meet the needs and interests of the jurisdictions. Where appropriate, English-language and French-language programmes exist. The different models of initial teacher education are affected by curricula and pedagogies, recruitment and support programmes for teacher candidates, and areas and levels of professional expertise of teacher teach er educa educators. tors. This neces necessitat sitates es wide progr programme amme varia variation tion (Sloa (Sloat, t, Hirsc Hirschkorn hkorn,, and Colpitts 2011), as will be discussed below. Programme Progr amme structures structures vary ranging from eight month monthss (typi (typically cally,, a postpost-initi initial al degreee progr degre programme) amme) to ve yea years rs (Sl (Sloat oat,, Hir Hirsch schkor korn, n, and Col Colpit pitts ts 201 2011). 1). Usu Usuall ally y, stud st uden ents ts fo foll llow ow on onee of tw two o st stru ruct ctur ures es:: co cons nsec ecut utiv ivee or co conc ncur urre rent nt.. To ac achi hiev evee a Bachelor of Education (BEd), consecutive students rst complete an undergraduate degree (generally a Bachelor of Arts (BA) or a Bachelor of Science (BSc) of three or four years’ duration) followed by a two- to four-semester programme of study in teacher education. During this time, they undertake professional and methodological courses. In the concurrent education programme, students generally rst acquire an underg und ergrad raduat uatee deg degree ree in a par partic ticula ularr dis discip ciplin line; e; thi thiss stu study dy inc includ ludes es som somee tea teache cher r education courses. They then continue on to their teacher education programme in
Journal of Education for Teaching 411
their fourth or fth year to attain a BEd. In another form, concurrent students take course cou rsess in a par partic ticula ularr dis discip ciplin linee and edu educat cation ion cou course rsess and cli clinic nical al exp experi erienc ences es throughout their years of study to become a teacher. Full-time study is the norm, with few faculties or schools of education permitting part-time studies. One programme permits candidates exibility in completing their the ir edu educat cation ion req requir uireme ements nts thr throug ough h thr three ee sum summer mer ses sessio sions, ns, inc includ luding ing the pra practi cti-cum requirements.
Programme scope and diversity: issues of delivery
2 1 0 2 h c r a M 4 2 8 4 : 6 1 t a ] i s e t i s r e v i n U e p e t i d e Y [ y b d e d a o l n o w D
The int intent ent of pre pre-se -servi rvice ce edu educat cation ion pro progra gramme mmess is to pro provid videe tea teache cherr can candid didate atess with the basic knowledge, skills and experiences needed to enter teaching. Discrete outcomes or objectives are outlined in courses to prepare teacher candidates to teach with specic foci or for specialisation. Crocker and Dibbon, in their 2008 baseline study stu dy,, not noted ed tha thatt pro progra gramme mmess in ‘ear early ly chi childh ldhood ood,, adu adult lt edu educat cation ion . . . ne ar arts ts,, music, kinesiology and other areas treated as requiring specialist teachers ’ (24) were provided by faculties of education. While typically most faculties of education offer courses in a university setting with school classroom experience brought into discussion, more faculties of education are realising the value of moving offsite. A science education course is taught in a high-school science lab at the end of the school day allowing local interested teache tea chers rs to par partic ticipa ipate. te. In thi thiss set settin ting, g, stu studen dentt tea teache chers rs pre prepar paree a lea learni rning ng act activi ivity ty appropriate for the school’s students and teachers and implement the activity in the resp re spec ecti tive ve cl clas assr sroo oom m (M (Mac acDo Dona nald ld 20 2010 10). ). Co Cour urse sess ta taug ught ht in cl clas assr sroo ooms ms al allo low w ‘course instructors and classroom teachers [to] model teaching to observing teacher candid can didate ates, s, who the then n gra gradua dually lly are pro provid vided ed wit with h tea teachi ching ng opp opport ortuni unitie tiess in tho those se classrooms’ (Falken (Falkenber berg g 201 2010, 0, 3). By inc incorp orpora oratin ting g ‘sch school ool exp experi erienc ences es int into o the teaching and learning of core concepts within university courses ’ (Sanford, Hopper and McGregor 2010, 349), teacher candidates receive real-time experiences including interaction with the classroom teachers. In addition to addressing the needs of the communities they serve, some faculties offer unique programmes which, in turn, draw students to their universities or provide needed support to teacher candidates. A sample follows. Aboriginal programmes Several faculties offer programmes suited to Aboriginal students who wish to obtain teacher certication as well as non-Aboriginal students interested in or experienced in Abo Aborig rigina inall edu educat cation ion.. Cou Course rsess are ada adapte pted d to the loc local al con contex textt and nee needs ds (i. (i.e. e. with wit h fou founda ndatio tional nal cou course rsess spe speci cic to Abo Aborig rigina inall edu educat cation ion)) and stu studen dentt tea teachi ching ng conducted in a First Nations school in a remote/isolated or urban community with a high Aboriginal population (Lakehead University 2010). Another faculty of education offers an Indian Teacher Education Program based in a First Nations community ni ty se sett ttin ing. g. Th Thee sa same me fa facu cult lty y pr prog ogra ramm mmee ha hass in infu fuse sed d ‘Fi Firs rstt Na Nati tion onss an and d In Inui uit t knowledge into all K-12 and post-secondary education programmes’ (L. Lemis Lemisko, ko, personal communication, 24 February 2011) since 35 – 40% 4 0% of the students in that province have some First Nations ancestry ancestry.. The Association of Canadian Deans of Education (ACDE) has recently signed the Accord on Indigenous Education with First Nations organisations as witnesses
412 S. Van Nuland
to ensure that the content reects the First Nations and to provide opportunities for First Nations teachers (ACDE 2010a; J. Greenlaw, personal communication, 26 January 2011). The intent is to ‘guide program review and transformation, working collabo la bora rati tive vely ly to pr prio iori riti tize ze th thee ed educ ucat atio iona nall pu purp rpos oses es an and d va valu lues es of In Indi dige geno nous us commun com muniti ities es and peo people ple’ (ACDE (ACDE 20 2010 10a, a, 9) 9).. In ad addi diti tion on,, ‘th thee Ac Acco cord rd ca call llss fo for r respectful respe ctful learn learning ing envir environmen onments, ts, inclu inclusive sive curri curricula, cula, cultu culturally rally respo responsive nsive pedag pedagoogies gi es an and d as asse sess ssme ment nt,, an and d pr prom omot otio ion n of in indi dige geno nous us la lang ngua uage gess an and d le lead ader ersh ship ip’ (Sharpe 2010, 1). Ecology and wellness: environme environmental ntal stewardship
2 1 0 2 h c r a M 4 2 8 4 : 6 1 t a ] i s e t i s r e v i n U e p e t i d e Y [ y b d e d a o l n o w D
Through Throug h the eco ecolog logy y and wel wellne lness ss model, model, stu studen dentt tea teache chers rs ‘ plan and implement a num number ber of env enviro ironme nmenta ntal-r l-rela elated ted act activi ivitie tiess to hel help p the them m bet better ter und unders erstan tand d and expe ex peri rien ence ce th thee tr tran ansf sfer er of th theo eory ry in into to pr prac acti tice ce’ (Onta (Ontario rio Col Colleg legee of Teac eacher herss 2010, 28). Family of schools cohort model In th this is mo mode dell of de deli live very ry,, a se sele lect cted ed fami family ly of sc scho hool olss (i (i.e .e.. sc scho hool olss cl clus uste tere red d in clos cl osee ge geog ogra raph phic ical al pr prox oxim imit ity) y) wo work rkss wi with th a co coho hort rt of st stud uden ents ts,, ge gene nera rall lly y 20 or more and more and,, col collec lectiv tively ely,, bec become ome a con concur curren rentt tea teache cherr edu educat cation ion sit site. e. An ass assign igned ed site si te fa facu cult lty y me memb mber er wo work rkss wi with th th thee st stud uden entt te teac ache hers rs,, te teac ache hers rs an and d st stud uden ents ts in thee sc th scho hool ol.. On Once ce th thee re requ quir ired ed co comm mmun unit ity y pr prac acti ticu cum m is co comp mple lete ted, d, th thee st stud uden ent t teac te ache hers rs ma may y el elec ectt to re retu turn rn to th thes esee sc scho hool olss fo forr pl plac acem emen entt in th thei eirr pr prof ofes essi sion onal al year. One school cohort model To pro provid videe int intens ensive ive sup suppor portt for a gro group up of 20 tea teache cherr edu educat cation ion can candid didate ates, s, one faculty places them in the same school and provides professional development for the cla classr ssroom oom tea teache chers rs in tha thatt pra practi cticum cum exp experi erienc ence. e. ‘We ne need ed to re reco cogn gniz izee th that at there are realities in the classroom that we can’t ignore but we also need to recogni og nize ze th that at if we do don n’t ge gett wh what at we ne need ed in into to sc scho hool olss th then en th they ey wo won n’t cha change nge’ (T. God (T. Goddar dard, d, per person sonal al com commun munica icatio tion, n, 9 Mar March ch 201 2011). 1). Thi Thiss mod model el ens ensure uress tha thatt a critical mass is present in the school for professional learning and support. Jewish teacher education programme Concurrent teacher candidates complete studies allowing them to develop a career in Jewish schools by completing additional credits in Hebrew and Jewish studies. Partnership with learning disabilities associations One con concur curren rentt pro progra gramme mme req requir uires es thi third rd yea yearr stu studen dents ts to com comple plete te a pla placem cement ent with a focus on learning disabilities after receiving 12 hours of training on learning disa di sabi bili liti ties es pr prov ovid ided ed by th thee co comm mmun unit ity y pa part rtne ners rs.. Ea Each ch te teac ache herr ca cand ndid idat atee ei eith ther er
works week. in a school or coaches one student with identi ed needs for two hours per
Journal of Education for Teaching 413
Urban education partnership Urban realities require that student teachers know ‘theories about social difference and second language learning and teaching in urban communities characterized by econ ec onom omic ic di disp spar arit ity y, as we well ll as et ethn hnic ic,, cu cult ltur ural al,, re reli ligi giou ouss an and d so soci cial al di dive vers rsit ity y’ (Ontario College of Teachers 2010, 16). Specic placements in these schools allow teacher candidates to understand that such communities have limited resources, and lack access to opportunities to overcome their education, employment and economic realities.
Practicum, internship or student teaching experiences 2 1 0 2 h c r a M 4 2 8 4 : 6 1 t a ] i s e t i s r e v i n U e p e t i d e Y [ y b d e d a o l n o w D
All tea teache cherr edu educat cation ion pro progra gramme mmess req requir uiree som somee for form m of tea teachi ching ng exp experi erienc encee in a school sch ool set settin ting g (Cr (Crock ocker er and Dib Dibbon bon 200 2008; 8; Fal Falken kenber berg g 201 2010), 0), the pra practi cticum cum ref refererenced also as internship or student teaching. Through the practice teaching component ne nt of th thei eirr pr prog ogra ramm mme, e, te teac ache herr ca cand ndid idat ates es ob obse serv rvee an and d pr prac acti tise se te teac achi hing ng in a school sch ool and app apply ly the theore oretic tical, al, pra practi ctical cal and exp experi erient ential ial kno knowle wledge dge to con constr struct uct unders und erstan tandin ding g of pro profes fessio sional nal iss issues ues.. The These se lea learni rning ng opp opport ortuni unitie tiess all allow ow tea teache cher r candid can didate atess to imm immers ersee the themse mselve lvess in ‘th thee da dail ily y te teac achi hing ng an and d le lear arni ning ng pr proc oces esss’ (Ontario College of Teachers 2010) and to understand a classroom setting with sup port provided by an experienced teacher and an advisor assigned by the faculty or school of education. The associate teacher (an experienced teacher with whom the teache tea cherr can candid didate ate wor works ks clo closel sely y dur during ing pra practi cticum cum,, som someti etimes mes ter termed med the ‘mentor teacher ’, ‘advising teacher ’ or ‘co-operating teacher ’) observes student teaching and provides focused feedback; often the faculty advisor fulls a similar role. The dur durati ation on of pra practi cticum cum var varies ies gre greatl atly y thr throug oughou houtt Can Canada ada sin since ce it is det deter er-mined by provincial teacher certicatio cation n requi requiremen rements. ts. In Wester estern n Canad Canadaa (Brit (British ish Columb Col umbia, ia, Alb Albert erta, a, Sas Saskat katche chewan wan and Man Manito itoba) ba) and Ont Ontari ario, o, two or thr three ee pla placecements are the norm. Quebec requires four or more, while in Eastern Canada (Newfoundland and Labrador, Prince Edward Island, Nova Scotia and New Brunswick), there is a more even division between one, two and three or more placements. The schedule of practicum experiences varies among faculties and by structure (i.e. concurrent or consecutive): in the West and East, 13 – 20 2 0 weeks is most com –
mon; in Ontario, 8 12 weeks is most prevalent; and in Quebec, 21 weeks or more is required (Crocker and Dibbon 2008). The activities within the schedule also uctuate: tua te: in cer certai tain n con consec secuti utive ve pro progra gramme mmes, s, stu studen dents ts obs observ ervee in the rs rstt we week ek of school sch ool whi while, le, in oth other er pro progra gramme mmes, s, obs observ ervati ation on is lat later er in the rst mon month th bef before ore they begin to teach; and still others observe only when their rst formal placement begins. One of three different structures for practicum blocks is generally selected by a facult fac ulty y of edu educat cation ion.. Pra Practi cticum cum blo blocks cks ext extend end ove overr the cou course rse of the pro progra gramme mme:: coursework cours ework and pract practicum icum blocks alter alternate, nate, beginning with cours coursework ework.. A secon second d option opt ion pro provid vides es tha thatt obs observ ervati ation on pla placem cement ent beg begins ins the pro progra gramme mme,, fol follow lowed ed by altern alt ernate ate cou course rsewor work k and pra practi cticum cum blo blocks cks.. A thi third rd opt option ion pro provid vides es for pra practi cticum cum ongoing throughout the duration of the full programme (Falkenberg 2010). Prac Pr acti ticu cum m pl plac acem emen ents ts ar aree mo most st of ofte ten n fo foun und d in el elem emen enta tary ry an and d se seco cond ndar ary y schools. schoo ls. Student teach teaching ing respo responsibi nsibilitie litiess gradu gradually ally increase over the time of each practicum period, usually ending with the teacher candidate assuming full responsi bility for the teaching day(s). When the provincial teacher certication requirements
414 S. Van Nuland
are met, t, so some me fa facu cult ltie iess al allo low w ca cand ndid idat ates es ot othe herr pr prac acti ticu cum m ch choi oice ces, s, wh whic ich h ma may y are me includ inc ludee int intern ernati ationa onall sch school ools, s, alt altern ernati ative ve sch school ools, s, Fir First st Nat Nation ionss cul cultur tural al cen centre tres, s, libraries, libra ries, literacy progr programmes ammes,, museu museum m progr programmes ammes,, teach teaching ing studi studios os (art, dance dance,, defence, exercise, etc.) and others as approved by faculty. One programme requires that teacher candidates complete a supplementary alternative placement at the end of their programme and select from a variety of ‘settings including traditional classroom, commu communitynity-based based progr programmes ammes,, non-p non-pro rot orga organizat nizations, ions, cultu cultural ral insti institutio tutions ns ’
2 1 0 2 h c r a M 4 2 8 4 : 6 1 t a ] i s e t i s r e v i n U e p e t i d e Y [ y b d e d a o l n o w D
and international experiences (Ontario College of Teachers 2010, 28) or participate in a ‘guide guided d alter alternativ nativee practi practicum cum exper experience ience’ in whi which ch tea teache cherr can candid didate atess wor work k with faculty on research projects or community outreach projects. Practi Pra cticum cum rep report orts, s, out outlin lining ing how the tea teache cherr can candid didate ate is dev develo elopin ping g as a tea tea-cher, often describe how the teacher candidate demonstrates teaching requirements, supports school activities, acts within the regulations, demonstrates initiative, plans collab col labora orativ tively ely wit with h the ass associ ociate ate tea teache cher, r, etc etc.. Aga Again, in, the these se exp expect ectati ations ons var vary y in both approach and emphasis depending on the individual faculty faculty.. The reports can be in various formats: detailed checklists of expectations, anecdotal reports and grading scales, and are frequently accompanied by oral feedback. One pre-service programme requires that the teacher candidate and the associate teacher develop the report together, analysing the progress made and evaluating achievements as related to the programme goals established (Lemisko, personal communication 2011).
Induction and mentoring programmes for new teachers
The continuum of teacher development raises concerns whereby more support and resources are required from all partners once new teachers are teaching. In the last several years, school districts provide induction and mentoring programmes for new teachers which afford valuable support as these teachers continue their learning as teachers. Crocker and Dibbon (2008) report that more induction programmes were provided for new teachers than new teachers were assigned mentors. These induction programmes include formal board orientation and individual school-level orientation. Typically, new teachers receive professional development in priority areas including litera lit eracy cy and num numera eracy cy,, ass assess essmen mentt and eva evalua luatio tion, n, saf safee sch school ools, s, stu studen dentt suc succes cess, s, classr cla ssroom oom man manage agemen ment, t, tea teachi ching ng stu studen dents ts wit with h spe specia ciall nee needs ds and com commun munica icatio tion n with parents, as reported by new teachers in a recent Ontario survey (Ontario College of Teachers 2011). Glassford and Salinitri (2007) cite W. Douglas Wilson, formerr re me regi gist stra rarr of th thee On Onta tari rio o Co Coll lleg egee of Tea each cher ers, s, ex expl plai aini ning ng th thee im impo port rtan ance ce of induction and mentoring: ‘[the] early years particularly the rst two of our members’ teaching careers as a continuum of the learning process that begins in the faculty of education classrooms, continues with practice teaching and intensies as new teachers learn on the job’ (8). School principals supporting new teachers by advising them and conducting assessment and evaluation are also, in some school districts, considered part of the new teacher induction process. New teachers highly regard the support of experienced mentor teachers who provide ‘coa coachi ching, ng, inf inform ormati ation on and dem demons onstra tratio tion n of tea teachi ching ng met method hodss’ (Ontario Colleg Col legee of Teac eacher herss 201 2011, 1, 14) and rat ratee men mentor toring ing as ‘more effe effective ctive’ when com pared to induction (Crocker and Dibbon 2008). Preference for mentoring to induction is reasonable since mentoring consists of a formal long-term relationship with another individual while induction is often associated with orientation (Crocker and Dibbon 2008). Areas where mentor teachers provided the greatest support included
Journal of Education for Teaching 415
assistance with report-card planning, curriculum planning, nding effective teaching resources and advice on helping individual students. New teachers found observing teachers and receiving feedback from the mentor to be ‘very helpful’ or ‘helpful’. The new tea teache chers rs’ top do doze zen n on me ment ntor orin ing g su supp ppor ortt al also so in incl clud uded ed me ment ntor orin ing g on classr cla ssroom oom man manage agemen ment, t, ins instru tructi ction on met method hods, s, stu studen dentt eva evalua luatio tion, n, inf inform ormati ation on on administrative matters and preparing for parent communication (Ontario College of Teachers 2011). Some mentor teachers receive either additional pay or release from
2 1 0 2 h c r a M 4 2 8 4 : 6 1 t a ] i s e t i s r e v i n U e p e t i d e Y [ y b d e d a o l n o w D
classroom duties to perform their work as mentors (OECD 2011) since mentoring activities most often occurred outside the classroom. Where new teachers had concerns about mentoring, they centred on ‘lack of access or quality time with mentors’ (Ontario College of Teachers 2011, 14). Croc Cr ocke kerr an and d Di Dibb bbon on (2 (200 008) 8) su sugg gges estt th that at an ex exte tend nded ed pa paid id in inte tern rnsh ship ip oc occu cur r before a new teacher assumes full responsibility in teaching. In addition, the expectation tat ionss pla placed ced on beg beginn inning ing tea teache chers rs are ide identi ntical cal to tho those se pla placed ced on ver very y exp experi eri-enced teach teachers, ers, ‘a si situ tuat atio ion n un unhe hear ard d of in ot othe herr pr prof ofes essi sion onss’ (117). (117). Canad Canadian ian jurisdictions with standards of practice require the same standard of new teachers as seasoned members, while some districts outside Canada have different standards of practice based on the level of experience of the practitioner practitioner.. In ge gene nera ral, l, th thee in indu duct ctio ion n su supp ppor ortt fo forr oc occa casi sion onal al te teac ache hers rs (i (i.e .e.. te teac ache hers rs wh who o teac te ach h wh when en ca call lled ed to re repl plac acee a re regu gula larr cl clas assr sroo oom m te teac ache herr wh who o is ab abse sent nt)) is sp spooradicc at be radi best st.. So Some me ne new w oc occa casi sion onal al te teac ache hers rs be bene net fr from om new new te teac ache herr pr proogra ramm mmes es th thro rou ugh in invi vita tattio ions ns of pri rinc nciipa pals ls to at atte tend nd or by requ reques esti ting ng an invitation invit ation to atten attend. d.
Issues Issu es an and d fa fact ctor orss fa faci cing ng an and d inuen uencin cing g Can Canadi adian an tea teache cherr edu educat cation ion pr proogrammes
Educat Educ atio ion n in Ca Cana nada da ha hass ch chan ange ged d in th thee pa past st 15 ye year ars, s, wi with th de decl clin inin ing g sc scho hool ol enro en rolm lmen ent, t, te teac ache hers rs st stay ayin ing g in th thei eirr jo jobs bs lo long nger er,, in incr crea ease se in th thee nu numb mber er of st stuudents den ts ide identi ntied wi with th sp spec ecia iall ne need eds, s, st stud uden ents ts fr from om ot othe herr co coun untr trie iess en enro roll llin ing g in school sch ools, s, soc societ ietal al iss issues ues (e. (e.g. g. pov povert erty y, abu abuse, se, bul bullyi lying) ng) in cla classr ssroom ooms, s, and the use and an d ab abus usee of te tech chno nolo logy gy an and d so soci cial al me medi dia. a. Sl Sloa oat, t, Hi Hirs rsch chko korn rn,, an and d Co Colp lpit itts ts (2011 (20 11)) det determ ermine ined d oth other er fac factor tors: s: a str strong ong Ame Americ rican an inuence on the teacher education cat ion res resear earch ch and pra practi ctice, ce, cer certi ticat cation ion sta standa ndards rds and com compet petenc encies ies whi which ch are provincially administered, and the Federal Government ’s 20 200 09 ‘wor work k mob mobili ility ty’ legi le gisl slat atio ion n ma mand ndat atin ing g th that at qu qual aliied wor orke kers rs be gi giv ven ac acce cesss to co comp mpar arab ablle employment opportunities anywhere in Canada. Crocker and Dibbon (2008) identify ti fy us usin ing g te tech chno nolo logy gy in te teac ache herr ed educ ucat atio ion n wi with th pr prac acti tica call ap appl plic icat atio ion n to cl clas asssroom ro oms, s, ac acco comm mmod odat atin ing g di dive vers rsit ity y in te teac achi hing ng,, an and d la lack ck of de dept pth h of pr prog ogra ramm mmes es in co cont nten entt an and d le leng ngth th (e (e.g .g.. cl clas assr sroo oom m ma mana nage geme ment nt,, mo moti tiva vati tion on,, te teac achi hing ng me meth th-ods) od s),, al alon ong g wi with th is issu sues es ar arou ound nd cl clin inic ical al pr prac acti tice ce in incl clud udin ing g le leng ngth th an and d qu qual alit ity y of placement, and types of placement, as concerns for teacher educators. Further issues iss ues inc includ ludee acc accept epting ing stu studen dents ts int into o pro progra gramme mmess whe when n few tea teachi ching ng pos positi itions ons are ava availa ilable ble,, div divers ersiica cati tion on of te teac ache herr ed educ ucat atio ion n pr prog ogra ramm mmes es,, th thee ur urba ban n – rural rural divi di vide de,, th thee th theo eory ry – practice divide and accessibility to teacher education programme gra mmes. s. Whi While le fac facult ulties ies of edu educat cation ion hav havee res respon ponded ded to som somee of the these se cha change ngess by offering courses that address these needs (e.g. students identied wit with h specia speciall need ne eds, s, ne neww-to to-C -Can anad adaa st stud uden ents ts,, so soci ciet etal al is issu sues es), ), ot othe herr is issu sues es st stil illl ne need ed to be addressed.
416 S. Van Nuland
Declining school enrolment, decline in teacher retirements, students in education programmes and diversi cation cation of teacher education programmes
Headlines Headli nes suc such h as ‘te teac achi hing ng gr grad adss fa face ce sl slim im pr pros ospe pect ctss in cr crow owde ded d jo job b ma mark rket et ’ (Dedyna 2011) and ‘two-thirds of new teachers can’t nd full-time work ’ (Dehaas 2011) underscore the concern that many more graduates are competing for jobs than there are teaching positions. The result is unemployment or underemployment, the outcome of fewer school-aged children, fewer teachers retiring, the end of manda-
2 1 0 2 h c r a M 4 2 8 4 : 6 1 t a ] i s e t i s r e v i n U e p e t i d e Y [ y b d e d a o l n o w D
tory ret tory retire iremen mentt in sev severa erall jur jurisd isdict iction ionss and and,, to a les lesser ser ext extent ent,, gov govern ernmen mentt pol policy icy and funding funding dec decisi isions ons.. Eve Even n uti utilis lising ing the now nor normal mal ent entry ry int into o tea teachi ching, ng, tha thatt of ‘daily supply teaching’ or ‘term contract ’ (i.e. a contract of less than one year), is not available to many education graduates since these short-term opportunities are lled by teachers who have been on the occasional teacher lists longer. The careers of the latest graduates will be delayed further and the situation is not expected to change cha nge unt until il 201 2017 7 – 2022 2022 (De (Dedyn dynaa 201 2011) 1) whe when n an ant antici icipat pated ed gra gradua duall inc increa rease se in enrolment is expected in 2016. This experience of surplus of teachers is not new to Canada; it has occurred in previous times (most recently in the 1980s) and is part of the cyclic nature of teaching. With Wi th the sur surplu pluss of tea teache chers, rs, par part-t t-time ime tea teachi ching ng is com common monpla place, ce, as is tea teachching in g in tw two o or th thre reee sc scho hool olss fo for r rst yea yearr gra gradua duates tes who hav havee sec secure ured d pos positi itions ons.. More rst yea yearr tea teache chers rs are tea teachi ching ng in set settin tings gs out outsid sidee pub public licly ly fun funded ded sys system temss (i.e.. pr (i.e priv ivat atee or in inde depe pend nden entt sc scho hool ols, s, ou outt of th thei eirr ho home me pr prov ovin ince ce bu butt in Ca Cana nada da,, or ou outt of th thee co coun untr try) y) th than an in th thee pa past st.. Ne New w te teac ache hers rs se seek ekin ing g po posi siti tion onss ha have ve,, as one tea teache cherr rep report orts, s, ‘vol volunt unteer eered, ed, net networ worked ked,, can canvas vassed sed sch school oolss and app applie lied d to mor oree th than an on onee bo boaard rd,, pr priv ivaate sc sch hoo ools ls an and d st stil illl no jo job b’ (Onta (Ontari rio o Co Coll lleg egee of Tea each cher erss 20 201 11, 20 20). ). Th Thes esee ne new w te teac ache hers rs kn know ow th that at th ther eree ar aree ‘too man many y tea teache cher r education educa tion gradu graduates, ates, . . . who who yo you u kn know ow,, no nott wh what at yo you u kn know ow th that at is co cons nsid ider ered ed forr hi fo hiri ring ng,, an and d to too o ma many ny re reti tire red d te teac ache hers rs in LTO (L (Lon ong g Ter erm m Oc Occa casi sion onal al po posi si-tion ti ons) s) an and d pr pref efer erre red d da dail ily y su supp pply ly op oppo port rtun unit itie iess’ (Ont (Ontari ario o Col Colleg legee of Teac eacher herss 2011, 19). Ontario’s Ministry of Education has taken the stand that it will, effectivee fro tiv from m 201 2012, 2, ‘ place a ‘har hard d cap’ on fun fundin ding g for new newly ly enr enroll olled ed edu educat cation ion stu stu-den ents ts,, th thus us dec ecre reaasi sing ng en enro rolm lmen entt in On Onta tarrio’s faculties of education by appr ap prox oxim imat atel ely y 9% (D (Deh ehaa aass 20 201 11, pa para rass 3 an and d 5) wh whic ich, h, in tu turn rn,, ha hass an im impa pact ct on re redu duce ced d fu fund ndin ing g of un univ iver ersi siti ties es.. To da date te,, th this is ac acti tion on ha hass no nott be been en fo foll llow owed ed by other provinces’ gover governme nments nts.. Eve Even n tho though ugh som somee jur jurisd isdict iction ionss are lim limiti iting ng how ho w ma many ny da days ys pe perr ye year ar re reti tire red d te teac ache hers rs ca can n te teac ach, h, st stil illl ma many ny ar aree fo foun und d on occasi occ asiona onall tea teache cherr lis lists ts and tea teachi ching ng in cla classr ssroom ooms. s. It wou would ld see seem m tha thatt sev severe erely ly limi li miti ting ng th thee nu numb mber er of da days ys (e (e.g .g.. to 10 pe perr ye year ar)) th that at re reti tire red d te teac ache hers rs ca can n te teac ach h woul wo uld d ea ease se on onee co conc ncer ern n of ne new w te teac ache hers rs;; in mo most st pr prov ovin ince ces, s, le legi gisl slat ativ ivee ac acti tion on would be requi required. red. Since Sin ce new tea teache chers rs are nd ndin ing g it ne nece cess ssar ary y to tu turn rn to ot othe herr ar area eass fo forr li live veli li-hood ho od,, pr prep epar arat atio ion n fo forr te teac achi hing ng in ot othe her r el elds ds co coul uld d oc occu curr, su such ch as co cour urse sewo work rk specic to col colleg lege-l e-leve evell tea teachi ching, ng, wor work k in mus museum eums, s, lib librar raries ies and lit litera eracy cy cou counncils, cil s, and cor corpor porate ate and and/or /or ind indust ustry ry tra traini ining. ng. Som Somee tea teache cherr edu educat cation ion pro progra gramme mmess havee add hav addres ressed sed thi thiss nee need d by off offeri ering ng dif differ ferent ent pro progra gramme mmess and opp opport ortuni unitie tiess for altern alt ernati ative ve pla placem cement entss (se (seee Pro Progra gramme mme sco scope pe and div divers ersity ity,, abo above) ve) but add additi itiona onall work needs to occur for students to understand and prepare for other applications of their degree rather than the traditional classroom.
Journal of Education for Teaching 417
Emerging technologies and practices
Johnson, Adams and Haywood (2011) have determined some trends and challenges that schools will face: digital media literacy, economic pressures and new models of education, the demand for personalised learning and learning and education activities outside the traditional classroom (4 – 6). 6). They highlight six emerging technologies gi es th they ey be beli liev evee wi will ll af affe fect ct sc scho hool olss ov over er th thee ne next xt ve yea years: rs: clo cloud ud com comput puting ing,, mobiles, game-based learning, open content, learning analytics and personal learn-
2 1 0 2 h c r a M 4 2 8 4 : 6 1 t a ] i s e t i s r e v i n U e p e t i d e Y [ y b d e d a o l n o w D
ing environments (10 – 33). 33). Since some of these exist in schools today teacher candidates must understand the trends and are competent in applying these technologies in their teaching practice. The cos costt of som somee pro progra gramme mmess is no lon longer ger pro prohib hibiti itive ve as sof softwa tware re to sup suppor port t thee te th tech chno nolo logi gies es an and d pr prac acti tice cess ca can n be fo foun und d of ofte ten n at no or lo low w co cost st (e (e.g .g.. Ji Jing ng,, ArtRag Art Rage, e, Pre Prezi) zi).. The new tools pro provid videe the pot potent ential ial to com commun munica icate, te, to use for knowledge development and for alternative course delivery in online (synchronous or asynchronous instruction; Barbour 2010) or blended-learning courses (W. Hunter, personal communication, 27 January 2011). Given the declining enrolment in some specialised courses in elementary and secondary schools, online or blended courses offe of fere red d th thro roug ugh h vi virt rtua uall sc scho hool olss pr prov ovid idee a so solu luti tion on to le lear arni ning ng.. Tea each chin ing g th thes esee courses requires a different way of teaching, yet few faculties offer coursework in how to develop these courses or how effectively to engage student participation in such courses. Such a module needs to be included in the technology courses offered as part of each faculty’s education programme.
The theory – practice divide
This divide is described by Falkenberg (2010) as ‘the divide between learning experiences in university-based coursework and those in school-based eld experiences’ (4). Some teacher educators have developed strategies to overcome the gap between theory and practice. In one example, the faculty attempts to connect the experiences found fou nd in the uni univer versit sity-b y-base ased d cou course rsess and sch school ool-ba -based sed pra practi ctica. ca. The pra practi cticum cum occurs throughout, concurrent with the courses found in the university programme, such that links can be established between the course and practicum. Teacher candidates use issues that arise in their practicum as the basis for assignments with three of the university courses occurring throughout the full year, thus allowing for practica ti ca to topi pics cs to be ex exam amin ined ed in th thee sa same me co cour urse ses. s. Un Univ iver ersi sity ty fa facu cult lty y me memb mber erss ar aree enco en cour urag aged ed to be as asso soci ciat atee te teac ache hers rs an and d re regu gula larr me meet etin ings gs ar aree he held ld wi with th th thos osee responsible for the practicum (Falkenberg 2010). A sec second ond met method hod for int integr egrati ation on occ occurs urs in ind indivi ividua duall cou course rsess whe where re cou course rsess havee bee hav been n red redesi esigne gned d or loc locate ated d in pla placem cement entss whe where re the dir direct ect lin link k bet betwee ween n the course cou rse and eld exp experi erienc ences es can be cle clearl arly y dis discer cerned ned.. ‘In the eld-b eld-based ased cours courses es teacher candidates work in schools and the content of the seminar course [university-based coursework] is determined by those very experiences ’ (Falkenberg 2010, 15). Falken Fal kenber berg g exp explai lains ns tha thatt the thi third rd met method hod for int integr egrati ation on occ occurs urs in the pro profes fes-sionall devel siona developmen opmentt schoo schooll model model,, where whereby by univer universitysity-based based facul faculty ty membe members, rs, teacherr can che candid didate atess and sch school ool-ba -based sed tea teache chers rs mee meett fre freque quentl ntly y to par partic ticipa ipate te ‘in joi joint nt professional learning’ (15). All three methods allow for ‘reection-in-action’ rather than ‘reection-after-the-fact ’ of tea teachi ching ng and lea learni rning. ng. The These se met method hodss enc encour ourage age
418 S. Van Nuland
the view ew th that at th thee sc scho hool ol be beco come mess ‘th thee si site te of new learn learning ing,, rat rather her tha than n a pla place ce the vi where whe re the kno knowle wledge dge fro from m uni univer versit sity y cou course rsess is “applied”’ (Falkenber (Falkenberg g 2010, 16, emphasis in original). A pra practi ctical cal way to con connec nectt the theory ory and pra practi ctice ce occ occurs urs whe when n gui guided ded por portfo tfolio lioss are developed based on the programme goals and outlining progress and growth as a teacher. This activity challenges students to analyse and re ect on what they do in practice. They comment on what they would change or do differently and provide evidence from both placements and coursework to corroborate their re ection. They are to ‘demonstrate growth toward teaching competencies ’ (Lemisko, personal communication 2011).
Agreement on Internal Trade 2 1 0 2 h c r a M 4 2 8 4 : 6 1 t a ] i s e t i s r e v i n U e p e t i d e Y [ y b d e d a o l n o w D
The Agr Agreem eement ent on Int Intern ernal al Tr Trade ade (AI (AIT), T), an int interg ergove overnm rnment ental al tra trade de agr agreem eement ent signed sig ned by Can Canadi adian an Fir First st Min Minist isters ers (pr (provi ovinci ncial, al, ter territ ritori orial al and fed federa eral), l), bec became ame effe ef fect ctiv ivee on 1 Ju July ly 19 1995 95 (G (Gov over ernm nmen entt of Ca Cana nada da 20 201 11) 1).. Th Thee pu purp rpos osee of th this is agre ag reem emen entt wa wass to re redu duce ce an and d el elim imin inat ate, e, as fa farr as po poss ssib ible le,, ba barr rrie iers rs to th thee fr free ee move mo veme ment nt of pe pers rson ons, s, go good ods, s, se serv rvic ices es an and d in inve vest stme ment ntss wi with thin in Ca Cana nada da an and d to establish an open, ef cient and stable Canadian market. To effect the AIT, speci cally Chapter 7 on Labour Mobility, the Canadian ministers of education agreed in principle: . . . to reduce barriers to teacher mobility. It is intended to allow any teacher who holds
a teaching credential in one province or territory to have access to teacher certi cation in any other province or territory in order to be eligible for employment opportunities in the teaching profession. (Council of Minister of Education, n.d.)
Specically, Chapter 7 states that: . . . a certied, licensed, registered or of cially recognized worker in one province or territory, upon application, will be certied, licensed, registered or of cially recogni recognized zed for that same occupation by any other province or territory without the worker being required to undertake additional requirements, such as education, training or examination. (Government of Manitoba 2011)
Several concerns have arisen since this Agreement came into force because teacher education programmes and teacher certi cation requirements for each province differ dif fer.. For exa exampl mple, e, Ont Ontari ario o’s con consec secuti utive ve tea teache cherr edu educat cation ion stu studen dents ts stu study dy ove over r two sem semest esters ers to com comple plete te the their ir pro progra gramme mme whi while le con consec secuti utive ve stu studen dents ts in oth other er provinces take three or four semesters. With AIT now in force, teachers of both longer lon ger and sho shorte rterr pro progra gramme mmess are con consid sidere ered d equ equal al reg regard arding ing qua quali licat cation ionss to teach tea ch in Can Canada ada.. Ont Ontari ario o’s de dean anss of ed educ ucat atio ion n ha have ve lo long ng ar argu gued ed fo forr an ex exte tend nded ed programme. By increasing their consecutive programmes to three or four semesters, Ontario would be more in line with other provinces; the surplus of teachers (at least in Ontario) would be reduced for one year since no consecutive teacher candidates would wou ld gra gradua duate te fro from m fac facult ulties ies of edu educat cation ion for tha thatt yea year; r; and Ont Ontari ario-e o-educ ducate ated d teachers moving to other provinces would be closer in similar programme delivery with other provinces. Thiss agr Thi agreem eement ent has alr alread eady y cau caused sed two fac facult ulties ies of edu educat cation ion to cha change nge the their ir programmes for fear that not changing would have an impact on enrolment, since
Journal of Education for Teaching 419
other facult ulties ies hav havee a sho shorte rterr pro progra gramme mme len length gth.. Oth Other er fac facult ulties ies of edu educat cation ion are other fac reviewing or intending to review their programmes. With this agreement in place, teacher candidates ‘shopping’ for shorter education programmes can continue since all jurisdictions must honour the certicate acquired. ACDE has also identied AIT ‘as a signicant challenge to all education faculties ’ (Sharpe 2010, 2).
2 1 0 2 h c r a M 4 2 8 4 : 6 1 t a ] i s e t i s r e v i n U e p e t i d e Y [ y b d e d a o l n o w D
Accord on Initial Teacher Education The ACDE has developed and the deans individually are signatories to the Accord on Initial Teacher Education, which ACDE describes as ‘a strong framework of normativee princ mativ principles iples for initi initial al teach teacher er educa education tion’ (ACDE (ACDE 20 2006 06,, 2) 2).. Th Thee Ac Acco cord rd ha hass been used by some faculties in their programme review of goals and basis for foundation dat ional al pri princi nciple pless in the their ir own con contex textt (Le (Lemis misko, ko, per person sonal al com commun munica icatio tion n 201 2011; 1; Pitt, Pit t, per person sonal al com commun munica icatio tion, n, 16 Aug August ust 201 2011). 1). Whi While le an opt option ional al doc docume ument nt for use by faculties of education, ‘it reveals what some faculties of education are thinking in g ab abou out. t. .. .... It (t (the he Ac Acco cord rd)) re repr pres esen ents ts a co comm mmit itme ment nt to th thin inki king ng ab abou outt th thee bi big g principles as opposed to always staying close to the local and for the big principles to be based in a Canadian conversation ’ (Pitt, personal communication). Crocker and Dibbon (2008, 116) believe that the Accord is the ‘rst effort on thee pa th part rt of a na nati tion onal ally ly-r -rep epre rese sent ntat ativ ivee bo body dy to de deve velo lop p a se sett of pr prin inci cipl ples es up upon on ’
which an initial teacher education programme might be built . To outline a ‘ blue print for teacher education’ as Crocker and Dibbon suggest, faculties of education should engage in consultative manner with school systems, teacher regulatory agenciess and oth cie other er sta stakeh kehold olders ers.. It wou would ld be a lar large ge-sc -scale ale ‘groundbreaking initiative’, but could result in a more cohesive system than currently exists (Crocker and Dibbon 2008). Teacher education research
Sloat, Hirschkorn, and Colpitts (2011) acknowledge the strong American in uence on Can Canadi adian an tea teache cherr edu educat cation ion res resear earch ch and pra practi ctice ce and cal calll for mor moree Can Canadi adianan based research. Further research is occurring, with the works of Falkenberg, Smits, and an d ot othe hers rs (2 (200 008 8 an and d 20 2010 10)) wi with th th thei eirr re rece cent nt vo volu lume mess on te teac ache herr ed educ ucat atio ion n an and d eld
experience following in the footsteps of some Canadian researchers (e.g. Hargreaves, greave s, Ful Fullan lan,, Lei Leithw thwood ood,, and Gri Grimme mmett) tt).. But man many y, man many y que questi stions ons rem remain ain unanswered or underresearched on issues such as those cited by Grimmett: ‘ professional governance of teaching, . . . policy and governance in teacher education, and . . . policy context of teacher education’ (Falkenberg 2008, 11) and to this trio Grimmettt add met addss ‘th thee po pote tent ntia iall of th thee AC ACDE DE’s Accord ’ [of Ini Initia tiall Teac eacher her Edu Educat cation ion]] which whi ch he bel believ ieves es can ass assist ist ‘teach teacher er educa education tion insti institutio tutions ns . . . brid bridge ge as we well ll as buffer external demands’ (Falke (Falkenbe nberg rg 200 2008). 8). To fur furthe therr the res resear earch ch age agenda nda,, the ACDE has developed an Accord on Research in Education (ACDE 2010b).
Equity in access to teacher education
Most of Canada’s population lives within 150 kilometres of the Canadian – American American border, leaving the northern areas sparsely populated. Preparing teacher candidates for outlying areas or rural parts of Canada requires changes in how teacher education ti on is de deli live vere red. d. Fo Forr ex exam ampl ple, e, a tw twoo-da dayy-pe perr-we week ek pl plac acem emen entt of ca cand ndid idat ates es in
420 S. Van Nuland
schools is not feasible given the distances some candidates must travel, and where candid can didate atess acc accept ept urb urban an pla placem cement entss the these se do not pre prepar paree the them m for a rur rural al set settin ting. g. Accessibility to teacher education programmes is an issue for those wanting a midcareer car eer cha change nge,, wit with h the req requir uireme ement nt tha thatt the these se ind indivi ividua duals ls mus mustt fol follow low the pro provvince’s re requ quir irem emen ents ts fo forr te teac achi hing ng.. It ca can n be a gr grea eat t nanci nancial al hards hardship hip for stude students nts from fro m low low-in -incom comee fam famili ilies es to und undert ertake ake a ve- or six six-ye -year ar pro progra gramme mme of stu study dy.. Internationally trained teachers are often required to complete a full teacher education programme to be licensed to teach in Canada when they have already proven their ability to teach in their country of origin. Some who have taken an approved abbreviated route to certication nd that it would be quicker to complete a consecutiv ut ivee pr prog ogra ramm mmee in te teac ache herr ed educ ucat atio ion. n. Ea Each ch of th thes esee fo four ur pr prob oble lems ms re requ quir ires es a made-in-province or made-in-faculty solution. 2 1 0 2 h c r a M 4 2 8 4 : 6 1 t a ] i s e t i s r e v i n U e p e t i d e Y [ y b d e d a o l n o w D
Conclusion
Many challenges face teacher education programmes but solutions do exist within the academy and outside it in order to cultivate thinking, responsive, creative and knowledgeable teachers who in turn will ensure that future students are prepared to receive a needed post-secondary education. Developing and providing solutions to the challenges is not a simple task but it is a necessary task. More Canadian-based teacher education research is a prerequisite to advance a made-in-Canada programme responsive to regional needs. Equitable access to teacher education may require that programmes expand or new programmes be instituted to guarantee well-qualied teachers in all parts of the country. Technology is prevalent in all education programmes and its appropriate use can assist in delivering instruction to students, thus, new ways of teaching using technology require further th er st stud udy y. Th This is to too o ma may y ad addr dres esss a th theo eory ry-p -pra ract ctic icee di divi vide de by pr prov ovid idin ing g li link nkss between course work and practicum. To date, the deans of education have developed a General Accord in which they agree to advance Canadian education; from the General Accord ow the Accord on Initial Teacher Education, the Accord on Educational Research and the Accord on Indige Ind igenou nouss Edu Educat cation ion whi which ch art articu iculat latee goa goals, ls, val values ues and pri princi nciple pless tha thatt ser serve ve to guide a national discussion on teacher education. Canada Can ada has a str strong ong his histor tory y of tea teache cherr edu educat cation ion and pro progra gramme mmess sup suppor portin ting g the needs of students and teachers. Great variety exists in the scope and direction of the pre pre-se -servi rvice ce tea teache cherr edu educat cation ion pro progra gramme mmess and the there re are iss issues ues of del delive ivery ry in course cou rse ins instru tructi ction on and in eld pla placem cement ent.. Mat Matter terss fac facing ing fac facult ulties ies of edu educat cation ion resolv res olved ed wit with h a mad made-i e-in-C n-Cana anada da sol soluti ution on wil willl ens ensure ure a hea health lthy y fut future ure for tea teache cher r education. References Associa Ass ociation tion of Can Canadia adian n Dea Deans ns of Edu Educat cation. ion. 2006 2006.. Acc Accord ord on init initial ial tea teache cherr educat education. ion. http://www.csse-scee.ca/docs/acde/acde_teachereducationaccord_en.pdf Assoc As sociat iation ion of Ca Cana nadi dian an De Dean anss of Edu Educa cati tion. on. 20 2010a 10a.. Ac Acco cord rd on in indig digen enous ous ed educ ucat ation ion.. http://www.csse-scee.ca/docs/acde/acde_indigenouseducationaccord_en.pdf Assoc As sociat iation ion of Ca Cana nadia dian n De Dean anss of Ed Educ ucati ation. on. 201 2010b. 0b. Ac Acco cord rd on re rese sear arch ch in ed educ ucat ation ion.. http://www.csse-scee.ca/docs/acde/acde_educationalresearchaccord_en.pdf Barbour Bar bour, , M.K M.K.. 2010 2010. . State State of the e nat nation ion:: KK-12 12 onl online ine le learn arning ing in Ca Canad nada a. Vi Vienna, enna, VA: International Association forth K-12 Online Learning.
Journal of Education for Teaching 421
2 1 0 2 h c r a M 4 2 8 4 : 6 1 t a ] i s e t i s r e v i n U e p e t i d e Y [ y b d e d a o l n o w D
Counci Ministe isters rs of Educ Educatio ation, n, Can Canada ada.. n.d n.d.. Agre Agreeme ementnt-in-p in-prin rincipl ciple: e: Labo Labour ur mob mobilit ility y Councill of Min chapter of the agreement on internal trade/teaching profession. www.cmec.ca/else/agreement.stm Council of Ministers of Education Canada. 2008. Education in Canada. http://www.cmec.ca/ Publications/Lists/Publications/Attachments/64/Education-in-Canada2008.pdf Crocker, R., and D. Dibbon. 2008. Teacher education in Canada. Canada. Kelowna, BC: Society for the Advancement of Excellence in Education. Dedyna, K. 2011. Teaching grads face slim prospects in crowded job market. The market. The Times Colonist , June 13. http://www.vancouversun.com/story_print.html?id=4937804&sponsor= Dehaas J. 2011. Two-thirds of new teachers can ’t nd full-time work. Macleans OnCampus, OnCampus, June 15. http://on http://oncampus campus.macle .macleans.ca ans.ca/educa /education/201 tion/2011/06/15/ 1/06/15/two-thir two-thirds-ofds-of-new-te new-teachers achers-cant-nd-full-time-work/comment-page-1/ Falken Fal kenber berg, g, T. 2008 2008.. Int Introdu roductio ction: n: Map Mappin ping g tea teache cherr edu educat cation ion res resear earch: ch: A panpan-Can Canadia adian n approach. In Mapping research in teacher education in Canada, Canada , ed. T. Falkenberg and H. Smits, 1 – 20. 20. Winnipeg, MB: Faculty of Education of the University of Manitoba. Falken Fal kenber berg, g, T. 2010 2010.. Intr Introduc oduction tion:: Cen Centra trall issu issues es of eld expe experie rience ncess in Can Canadi adian an tea teache cher r education educati on progra programmes. mmes. In Field experiences in the context of reform of Canadian teacher educat education ion prog programmes rammes,, vol. 1, ed. T. Falkenberg and H. Smits, 1 – 50, 50, Winn Winnipeg, ipeg, MB: Faculty of Education of the University of Manitoba. Falkenberg, T., and H. Smits, eds. 2010. Field experiences in the context of reform of Canadian teacher education programmes, programmes, 2 vols. Winnipeg, MB: Faculty of Education of the University of Manitoba. Glassf Gla ssford, ord, L., and G. Sal Salinit initri. ri. 2007 2007.. Des Designi igning ng a suc succes cessful sful new teac teacher her indu inductio ction n programme gra mme:: An ass assessm essment ent of the Ont Ontario ario Experienc Experience, e, 2003 – 2006. 2006. Canadian Canadian Jou Journal rnal of –
Educational Policy 60: 65t 74. Gove Go vern rnme ment nt of Administration Cana Ca nada da.. 201 2011. 1.and The Th e ag agre reem emen ent on int inter erna nall tra trade de.. htt http:/ p://ww /www w.a .aitit-ac aci. i.ca ca/ / index_en.htm Government of Manitoba. 2011. Chapter 7 (labour mobility) of the AIT. http://www.gov.mb. ca/tce/lmi/labourmobility/index.html Johnson, L., S. Adams, and K. Haywood. 2011. The NMC horizon report: 2011 K-12 edition.. Austin, TX: The New Media Consortium. www.nmc.org tion MacDona Mac Donald, ld, R. 2010 2010.. Bri Bridgin dging g the the theory ory – practice divide: Teac Teaching hing science methods off campus. cam pus. In Field Field exp experie erience ncess in the cont context ext of re reform form of Can Canadia adian n teac teacher her education education programmes,, vol. 2, ed. T. Falkenberg and H. Smits 261 – 74., programmes 74., Winnipeg, MB: Faculty of Education of the University of Manitoba. Ontario College of Teachers. 2010. Contemporary practices in Ontario programmes of professionall educati fessiona education: on: Practi Practice ce teachin teaching g resour resource ce 2010. http://w http://www ww.oct. .oct.ca/publ ca/publications ications/PDF/ /PDF/ practicum_resource_e.pdf Ontario College of Teachers. 2011. Ontario college of teachers transitions to teaching 2010: Early-career Early-c areer teache teachers rs in Ontario schools Februa February ry 2011 2011.. http://w http://www ww.oct.c .oct.ca/publi a/publications/ cations/ PDF/transition_early-career_e.pdf Organisation for Economic Co-operation and Development (OECD). 2011. Building a highquality teaching profes profession: sion: Lessons from around the world. http://www.oecd. http://www.oecd.org/da org/datataoecd/62/8/47506177.pdf Sanford, K., T. Hopper, and C. McGregor. 2010. Teacher education in situated, selected and connected approaches to becoming students of teaching. In In Field experiences in the context of reform of Canadian teacher education programmes, programmes , vol. 2, ed. T. Falkenberg and H. Smits, 345 – 58., 58., Winnipeg, MB: Faculty of Education of the University of Manitoba. Sharp, J. 2010, October 19. Report for CSSE Board Meeting from Association of Canadian Deans of Education, Ottawa, Canada. Sloat, E., M. Hirschkorn, and J. Colpitts. 2011. Creating a framework for teacher education in Ca Cana nada da/La /La cr crea eatio tion n d’un ca cadr dree po pour ur la fo forrma mati tion on a l’ens enseign eigneme ement nt au Can Canada ada.. Presented at the meeting of the Canadian Society for the Study of Education, Fredericton, New Brunswick, Canada.
