This short paper outlines the design and development of a multi-phase, cross-institution Instructional Skills Workshop (ISW) program that was conceived by educational developers from five higher educational institutions in Halifax, Nova Scotia. The initiative is grounded in the belief that implementing the ISW program in the Halifax Regional…

This phenomenological study describes seven stages of learning to teach at the university level. Through the use of narratives, twelve Canadian university professors reveal their beliefs and attitudes about teaching and learning as they struggle to become better teachers within various academic settings. The purpose of the study was to develop a…

This monograph, designed to stimulate national discussion, pictures "teacher education as it is" by indicating problems as deans and heads of departments see them, and by reporting innovative practices by which various universities are attempting to resolve some problems. The main sources of this information were university calendars,…

This bilingual (English and French) booklet is a guide to the requirements for basic teaching certificates in Canada. Information is presented in chart form and includes: (1) the different types of certificates and licenses necessary for teaching in each of the 10 provinces and 2 territories, (2) the educational requirements for obtaining these…

Research findings suggest that teachers are not competent in student assessment and that teacher education programs do not provide adequate training in assessment techniques. A survey of 33 Canadian universities found that most prospective teachers did not complete a measurement and evaluation course. Contains 44 references. (SV)

Presents the methodology and findings of a survey to determine the extent to which industrial arts teachers in Alberta, Canada, feel they are adequately prepared to teach in various technical areas at the junior and senior high levels. (Editor)

A model of learning from instruction proposed that students perceive and cognitively respond to instructional stimuli before engaging learning processes per se. University students were trained to recognize only or to recognize and cognitively respond to teacher skills in lectures. Additional prelecture practice in recognition enhanced learning.…

Discusses the need for cooperation and mutual respect between associate teachers and faculty advisors involved in practicum supervision. Describes nine areas identified as common concerns of teacher candidates in practicum settings: classroom management; first-year teaching; long-term planning; teacher-parent relationship; recordkeeping; student…

Describes Alberta, Canada's Initiation to Teaching Project, which addressed beginning teachers' inadequate practical skills, eased the transition to full-time professional work, and reduced teacher unemployment and underemployment. Project evaluation revealed that most participants considered it a valuable induction scheme that resulted in…

Thirty-one probationary faculty from Seneca College of Applied Arts and Technology (Ontario, Canada) participated in a research study that examined their individual and collective professional development needs. The study was conducted in the fall of 1991. Probationary faculty completed a survey instrument that was comprised of three parts. Part 1…

The author seeks to refute the narrowly behavioralistic image of Competency Based Teacher Education (CBTE) and proposes an atypical CBTE program, combining both cognitive and behavioral competencies, as a model for Canadian teacher education. The research and planning necessary to achieve this model are outlined. (SJL)

Conceptualization and implementation of a program to train university teaching assistants at McGill University (Quebec) are described. The systematic approach to program development included needs assessment, planning and implementation, and evaluation. The relationship between various levels of the institution and the way in which they have…

Used focus groups and questionnaires to determine what influenced successful elementary teachers' development and what they considered important for current teacher education programs. Teachers attributed much of their success to personal characteristics developed throughout their lives. They considered the practicum component of their preservice…

Investigated hiring criteria Canadian administrators used to assess prospective teachers seeking employment. Surveys of 69 Directors of Education indicated that hiring preferences reflected directors' own practical orientation toward schooling. The three broad areas that the directors valued were good interpersonal communication skills, good…

Two methods of teacher evaluation, summative evaluation and formative evaluation, are examined. The summative theory calls for an assessment of teaching competence on the basis of which judgments may be made on matters pertaining to promotion, tenure, merit salary increments, or dismissal. Summative evaluation is strongly supported because it…