This paper braids together experiences from three Canadian projects committed to creating learning opportunities where Indigenous and Western ways of knowing, being, and doing might circulate together. Show Me Your Math/Connecting Math to Our Lives and Communities (Mi'kmaw territory/Nova Scotia), the First Nations and Métis Mathematics Voices…

Working and writing together as supervisor and graduate student in a Canadian university, the authors bring their community/activist/adult education learning backgrounds into dialogue--and tension--with doctoral studies by reflecting on their personal learning paths and thinking about what this means for teaching and learning in academic contexts.…

The purpose of this paper is to describe the Mentored-Teaching Program (MTP), an initiative in the development of graduate student teaching through discipline-based mentored-teaching practice. We begin with a brief overview of what is required to create a seminar in university teaching and the MTP from the departmental perspective. We then turn…

This article presents a model for Intercultural Teaching Competence (ITC) that instructors may use as a tool for reflection as they prepare to facilitate learning across cultures. Building on previous research on intercultural competence, culturally relevant teaching, intercultural trainer competencies, and student-centred approaches to teaching,…

This article examines the use and benefits of communities of practice (CoPs) in academic settings. In the 2010-2011 academic year Teaching Support Services at Wilfrid Laurier University introduced four theme-based CoPs for faculty and academic support staff after a successful pilot initiative. This article explores our motivation for focusing our…

In this article, we explore how we live among students and teachers as a/r/tographers and how we become creatively immersed in the wholeness of the classroom experience as a result. This is in contrast to our initial intentions of using ethnographic techniques and qualitative methods. As we began our project, it became apparent that another lens…

This article explores elements of the professional development of a pre-tenured teacher education professor. I am that professor and I trace my journey of growth, which was aided by peer mentoring. First, I present a brief discussion on literature associated with mentoring that I found pertinent, followed by how mentoring has emerged as I…

To investigate benefits and challenges to engage teacher candidates in Japanese lesson study, defined as a collaborative, reflective, and iterative teacher development process, we analyzed reflective papers submitted by 60 teacher candidates studying at an Ontario faculty of education, engaged 20 practicum associate teachers in a group discussion,…

This empirical study, conducted in a Canadian university, argues that the objective knowledge growth framework (OKGF), a self-directed reflective approach, can contribute to the professional development of pre-service teachers in dealing with the complexities of teaching. The paper seeks to answer the following research question: How do…

The University of Ottawa in Canada offers a peer-mentoring program (whereby an experienced student provides support and guidance to another student) and an associated training program for all peer mentors through its Student Academic Success Service. In addition to the formal training, some peer mentors receive feedback and support through an…

Introduction: In this study, nine pre-service teachers worked in group (three groups of two and one group of three) to deliver a series of seven lessons via desktop videoconference from a Faculty of Education to elementary students in their classroom. Method: Each group delivered 2 lessons over a 4-week period. During delivery, the lessons were…

This self-study was designed to explore problem-based learning (PBL) as an instructional approach in the context of a pre-service science education methods course. Through the development and implementation of PBL curriculum, the author's goals were to improve her classroom practice and her understanding of that practice, to contribute to the…

The service-learning movement is widespread in European international schools. The most comprehensive initiative presented at two recent European Council of Independent Schools conferences was the Creativity, Activity, Service (CAS) course that students must pass to graduate from International Baccalaureate schools. Exemplary programs in England…

Fear of censure and political pressures for standardization compel teachers to act in ways they know will not further their students' learning. Changing teachers requires more than offering them information about method, organization, and content. To change, teachers need to examine their own learning and discover what engages students in genuine…

The integration of theory with practice continues to be an important concept in preservice teacher education. This paper reports on findings of a study in which preservice teachers evaluated their preparation for internship course to determine how adequately they felt prepared for classroom teaching at the beginning of a 16-week practicum. Also…