Investigating a Professional Development School Model of Teacher Education in        Canada

Buzza, Dawn; Kotsopoulos, Donna; Mueller, Julie; Johnston, Megan

doi:10.7202/1000029ar

Cited by 6 publications

(3 citation statements)

References 10 publications

(18 reference statements)

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“…While working with educational partners on the design of culturally fulsome teacher preparation programming, ITEP staff members learned of a Professional Development School (Buzza, Kotsopoulos, & Mueller, 2010;Dresden et al 2016) model supported by the National Association of Professional Development Schools (NAPDS, https://napds.org/) that exists in the United States. This model privileges the merging of teacher preparation coursework and field experiences within a school-based setting.…”

Section: Back (Story)mentioning

confidence: 99%

Wāhkōhtowin Decolonising Teacher Preparation for Rural, Urban and First Nations Schools

Wallin

Scribe

2022

AIJRE

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This paper stories the creation of the Wāhkōhtowin teacher preparation model on Treaty 6 territory in Saskatchewan, Canada. The model was created out of an educational partnership that responded to the teachings of Nēhiyaw (Cree) Indigenous Elders. We describe the theoretical framework of this Professional Development School (PDS) teacher preparation model that is designed to decolonize teacher preparation in order to foster student learning and engagement; develop Nēhiyaw teacher identity and proficiency, and; support reconciliation between Indigenous and non-Indigenous peoples. The foundational constructs of the Wāhkōhtowin model of teacher preparation include relationality, ceremony, language, and child-centredness. The spirit of Wāhkōhtowin teacher preparation is premised on three intents. Firstly, teacher candidates are encouraged to be free to be themselves and share the gifts they bring to the school setting (tipéyimisowin). Secondly, they are encouraged to ‘come home’ to traditional teachings as they engage in cultural learning and identity formation (kīwēwin). Thirdly, their pedagogical growth and development as teachers is fostered with the focus on relational pedagogies, inclusiveness, and community (mamáwi kiskinomāsowin). We complete our paper by discussing the implementation of the Wāhkōhtowin model. We discuss the ways in which the model has had to shift to be responsive to the unique relationships and contexts of different school systems, provincial budget cuts, the opportunity to expand the program into secondary schools, working with/through teacher turnover, the provision of language and cultural activities, land-based programming, professional development sessions, differing comfort levels and knowledge regarding Indigenous history and traditions, and the impact of COVID-19.

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Section: Back (Story)mentioning

confidence: 99%

Wāhkōhtowin Decolonising Teacher Preparation for Rural, Urban and First Nations Schools

Wallin

Scribe

2022

AIJRE

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“…PDSs create university and school partnerships centered on teacher education and professional development in a “natural setting in which to examine and reflect on change, including the successes and struggles related to the context” (Feinberg et al , 2011, p. 147). Although presently in limited use within Canada, the introduction of PDSs could create the conditions for a cohort of learners within a community school comprised of experienced teachers, pre-service teachers and university faculty (Buzza et al , 2010).…”

Section: Implications For Practicementioning

confidence: 99%

Mentoring as meaningful professional development

Walters¹,

Robinson²,

Walters³

2019

IJMCE

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Purpose Within teacher education, many experienced in-service teachers routinely mentor pre-service teachers during teaching practicums. Notwithstanding the benefits pre-service teachers are meant to experience from these mentor–protégé relationships and experiences, recent research has demonstrated that mentors, too, may experience some (oftentimes unintended) potential benefits. The purpose of this paper is to further investigate such potential benefits within a Canadian secondary school physical education (PE) context. Design/methodology/approach The researchers employed a qualitative case study methodology. The three primary data sources included field observations/notes, journals and interviews. More specifically, over a ten-week period, the researchers made 26 field visits, observing two mentors’ interactions with five protégés before, during, and after PE class instruction; collected the two mentors’ ten journal entries, all made in response to researcher-provided writing prompts; and interviewed the two mentors, both individually and together. Findings The mentor teachers viewed the mentor–protégé relationship/experience as meaningful professional development, recognizing that it approximated a professional learning community. Relatedly, the mentor teachers experienced professional growth with respect to their own teaching identity and teaching practice. Research limitations/implications This research could inform those who structure and/or coordinate mentoring research within teacher education programs so that they might place a more purposeful focus upon the potential and/or idealized outcomes for mentors (as well as for protégés). Given the single case study methodology, this research may lack generalizability to other educational contexts. Originality/value This research adds to the emerging body of research that investigates how mentoring may provide benefits to mentors. More specifically, this research suggests benefits to mentors relate, especially, to their own teaching identity and practice.

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“…The case is quite different in Canada, where the idea of PDSs has not really taken off. I was only able to find one PDS-project in Alberta from the late 1990s (on a now disconnected link on the website of the Alberta Teachers' Association) and a PDS approach to pre-service teacher education that started in 2007 at Wilfrid Laurier University (Buzza, Kotsopoulos, Mueller, & Johnston, 2010). There are a number of different school-university partnerships in Canada (Falkenberg & Smits, 2010), which, however, do not have all the central qualities of PDSs as defined by the Holmes Group.…”

Section: Résumé De L'articlementioning

confidence: 99%

Framing an Integrative Approach to the Education and Development of Teachers in Canada

Falkenberg

2011

mje

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The education of teachers in Canada typically consists of a sequence of non-integrated and partially alternating phases: pre-service university-based course work, pre-service school-based practica, job-imbedded induction, professional development sessions. This article proposes an integrative approach to the education of teachers that links these different phases: Collaborative Professional Development Centres. The article draws on teacher education scholarship and research to articulate a number of assumptions about learning to teach and the purpose of teacher education, and then argues (a) that the traditional non-integrated approach to the education of teachers is incompatible with these assumptions, and (b) that these assumptions provide an excellent framework for the idea of Collaborative Professional Development Centres.

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Investigating a Professional Development School Model of Teacher Education in Canada

Cited by 6 publications

References 10 publications

Wāhkōhtowin Decolonising Teacher Preparation for Rural, Urban and First Nations Schools

Wāhkōhtowin Decolonising Teacher Preparation for Rural, Urban and First Nations Schools

Mentoring as meaningful professional development

Framing an Integrative Approach to the Education and Development of Teachers in Canada

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