This study examines the role of artificial intelligence (AI) as a reflective coach in graduate ESL practicums, using Activity Theory to assess its impact on student-teachers' (STs) reflective practices. An exploratory case study of 26 graduate ESL STs was conducted, with data from AI interactions and post-reflection questionnaires analysed…

The purpose of this study was to explore the experiences of four preservice teachers who used classroom inquiry and reflection to solve problems when implementing differentiated instruction in elementary classrooms during a practicum. Data from classroom observations, individual reflections, and discussions with a teacher educator were analyzed…

A professional learning community (PLC) is one of the most promising strategies for effecting change in educational practices to improve academic achievement and wellbeing for all students. The PLC facilitator's role in developing and leading blended (online and face-to-face) PLCs with members from Ontario's school districts was examined through a…

When school systems and administrations provide educators with opportunities to engage in transformative learning through reflective practice and provide opportunities to challenge their beliefs, educator pedagogy for inclusive education can be enhanced (Evans, 1997; Pyha¨lto¨ et al., 2012; Richardson, 1998). Our research examined the experiences…

The Ontario Ministry of Education established the New Teacher Induction Program in 2006, ensuring that new teachers in the province receive orientation, mentoring, and continuous professional learning in their first year. Through this program, districts receive funding and opportunities to support mentors and respond to the needs of novice…

In this study, we examined the perceptions of Ontario elementary (primary K-3 and junior 4-6) literacy coaches to determine their roles, beliefs, and practices. We interviewed thirteen literacy coaches working in one Ontario school board about their literacy coaching. All coaches interviewed were teachers with specialized experience working in a…

The implementation of authentic learning elements at education institutions in five countries, eight online courses in total, is examined in this paper. The International Virtual Benchmarking Project (2009-2010) applied the elements of authentic learning developed by Herrington and Oliver (2000) as criteria to evaluate authenticity. Twelve…