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Elizabeth Marquis; Alan Santinele Martino – Teaching in Higher Education, 2024
While social location substantially impacts faculty experiences on university campuses, comparatively little research has explored the experiences of undergraduate and graduate teaching assistants (TAs). Drawing on semi-structured interviews, this study explores how TAs at one Canadian university construct their identities as they teach. We employ…
Descriptors: Teaching Assistants, Self Concept, Teaching Experience, Foreign Countries
Reupert, Andrea; Sullivan, Anna; Tippett, Neil; White, Simone; Woodcock, Stuart; Chen, Lingling; Simons, Michele – Review of Educational Research, 2023
This article reports on a systematic review of literature on the experiences of substitute teachers, also known as casual or relief teachers. This occupational group are an essential part of school improvement efforts, allowing release time for other teachers to participate in professional learning, complete administrative duties, and attend to…
Descriptors: Substitute Teachers, Teaching Experience, Educational Needs, Elementary Secondary Education
Cheng, Tina; Brussoni, Mariana; Han, Christina; Munday, Fritha; Zeni, Megan – Early Years: An International Journal of Research and Development, 2023
Unstructured outdoor play has been recognized for its beneficial impacts on children's healthy development; however, unfortunately, opportunities for children to engage in meaningful play are limited. Early learning and childcare centres can be essential settings for unstructured outdoor play, and educators can play a vital role in supporting…
Descriptors: Barriers, Early Childhood Teachers, Play, Outdoor Education
Natalia Ferrada Quezada; Cherie Flores-Fernández; Jessica Contreras Alvarez – SAGE Open, 2024
The objective of this study is to conduct a scoping review of the literature on access and permanence initiatives for the teaching profession aimed at immigrant teachers. The guidelines from the PRISMA-Scr protocol and the Johanna Briggs Institute protocol are used for this purpose. The literature search was performed in 8 databases, selecting 27…
Descriptors: Immigrants, Teachers, Teaching Experience, Teacher Certification
Shirley Van Nuland; Smadar Dinitsa-Schmidt; Maria Assunção Flores; Carol Hordatt Gentles; Linda la Velle; Robyn Ruttenberg-Rozen – Journal of Education for Teaching: International Research and Pedagogy, 2024
Many changes have taken place in initial teacher education (ITE) programmes over the last number of years in countries such as Israel, Portugal, Jamaica, Ontario (Canada), and England. This paper outlines some of these changes, why they occurred, and to the extent possible, how effective these changes have been from the experience of the teacher…
Descriptors: Educational Change, Global Approach, Foreign Countries, Teacher Education Programs
Frances E. Moore; Peter Gouzouasis – LEARNing Landscapes, 2024
While it began with a variety of narrative representations of writing personal experiences, since Ellis (2004; Bochner & Ellis, 2016), evocative, performative, and creative nonfiction forms of storying have coalesced to form contemporary autoethnography. For over a decade, Canadian arts education researchers have blazed trails to employ those…
Descriptors: Early Childhood Teachers, COVID-19, Pandemics, Story Telling
Miville, Anne-Marie; Viau-Guay, Anabelle; Hamel, Christine – Cogent Education, 2022
This study describes the planning activities of 12 in-service elementary school teachers in Quebec. Theureau's (2006) course-of-action theory was used to document the teachers' life course relating to their planning activities over an entire school year. Semi-directed interviews were conducted using authentic planning materials (agendas,…
Descriptors: Foreign Countries, Elementary School Teachers, Lesson Plans, Reflective Teaching
Barber, Susan – British Educational Research Journal, 2021
In 2020, the global number of refugees reached record levels, pressuring asylum countries to determine more effective methods for facilitating integration. This article explores an array of stakeholder practices towards refugees in Surrey and Greater Vancouver, Canada. It is based on questionnaires and interviews that elicit the perceptions and…
Descriptors: Holistic Approach, Refugees, Caring, Foreign Countries
Maggie McDonnell; Erin Reid – McGill Journal of Education, 2024
During the COVID-19 pandemic, which began to affect Canadian universities and colleges in March 2020, educators were asked to make a sudden transition, or swerve, to teaching remotely. Subsequently, these same teachers made the shift to teaching remotely longer term, through the fall and winter of 2020-21; the pandemic continued to affect higher…
Descriptors: COVID-19, Pandemics, College Faculty, Teaching Experience
Danielle Sirek; Terry G. Sefton – International Journal of Music Education, 2024
Teacher preparation for generalist (non-specialist) elementary teachers in Ontario typically comprises one compulsory music class. In entry surveys, many generalists describe themselves as highly apprehensive about and unconfident in their ability to teach music, confirming previous research. Using narrative inquiry, we explore the stories of both…
Descriptors: Foreign Countries, Preservice Teachers, Elementary Schools, Elementary School Teachers
Racquel Biem; Dirk Morrison – International Review of Research in Open and Distributed Learning, 2023
Ethical education practices require that all students have access to quality learning resources, necessary learning supports, diverse learning strategies, and deep learning opportunities. When it comes to learning strategies and opportunities, collaborative learning practices foster deep learning through socio-cultural interactions, asserting that…
Descriptors: Ethics, Educational Practices, Asynchronous Communication, Online Courses
Blair Drader – BU Journal of Graduate Studies in Education, 2024
Teachers face many challenges, including that of educating English language learner (ELL) students. These students are often placed in regular classrooms and create extra demands on the classroom teacher. Many strategies can be employed with ELLs that relate to best teaching practices. Potential trouble areas are discussed, as are the strategies…
Descriptors: Best Practices, English Language Learners, Teaching Methods, Educational Strategies
Phelan, Anne M.; Janzen, Melanie D. – LEARNing Landscapes, 2021
In the face of standardization and rationalization, the language of the expected, the predictable and the planned has enveloped teaching and teacher education worldwide. However, in a recent study about the emotional toll of teaching in two Canadian provinces, teachers' stories overflowed with allusions to the unexpected, the unplanned, and the…
Descriptors: Foreign Countries, Teaching Experience, Psychological Patterns, Teacher Persistence
Beach, Pamela; Favret, Elena; Minuk, Alexandra; Martinussen, Rhonda – Journal of Educators Online, 2022
This study used a survey method to explore the perceptions of online professional development (PD) from a sample of Canadian teachers. Ninety-two practicing teachers completed an anonymous online survey between July and September 2020. Results were analyzed using both quantitative and qualitative methods. Findings highlight Canadian teachers'…
Descriptors: Foreign Countries, Elementary Secondary Education, Teachers, Faculty Development
Kutsyuruba, Benjamin; Walker, Keith D.; Matheson, Ian A.; Bosica, John – New Educator, 2022
Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early-career teachers' retention. Using the results from a pan-Canadian "Teacher Induction Survey" (N = 1343), we compared ECTs' experiences with induction, mentorship and career development within their first five years.…
Descriptors: Foreign Countries, Beginning Teachers, Beginning Teacher Induction, Mentors