This research examines the impact of the biographies of generalist elementary school pre-service teachers (PSTs) on their experiences of Canadian physical education teacher education (PETE), and how these biographies shape self-confidence and self-perceived competence as physical educators. The phenomenological case study took place in a Canadian…

This study investigates the impact of self-reported level of English language proficiency, Language Teacher Education (LTE) qualifications, linguistic identity (e.g., non-native English speakers), and teaching experience on English language teachers' self-efficacy beliefs. Drawing on data from English language teachers in Ontario, a newly formed…

This study explored Canadian and American pre-service elementary teachers' self-efficacy beliefs for literacy instruction, as well as the contextual factors (i.e., course and field experiences) that contribute to these self-efficacy beliefs. Survey data were collected over a two-year period at the beginning and end of a required elementary…

Many post-secondary institutions provide training and resources to help GTAs fulfil their teaching roles. However, few programmes focus specifically on the teaching competencies required by GTAs who work with undergraduate students in laboratory settings where learning tends to be more active and inquiry based than in classroom settings. From a…

This paper focuses upon the case of one early career teacher, Don, a participant in a longitudinal study examining the transfer of learning about literacy practices from pre-service teacher education to the classrooms of secondary content area teachers. We followed Don from his B. Ed. program into his first two years of teaching in an Indigenous…

This paper reports the results of an international study examining pre-service teacher reports of teaching self-efficacy for inclusive education; principally focusing on the explanatory relationship between a scale designed to measure teaching self-efficacy in this area and key demographic variables within Canada, Australia, Hong Kong, and…

This mixed-methods study reports on the perspectives of 208 teacher candidates on teaching children with developmental disabilities and delays (DD) in inclusive classrooms from Kindergarten to Grade 6. The questionnaire included items on demographics, experience, knowledge, and feelings of competence, advocacy, and sense of efficacy. Open-ended…

To get a better understanding of how networked technologies are impacting teachers and their teaching practices, in 2015 MediaSmarts partnered with the Canadian Teachers' Federation to survey 4,043 K-12 teachers and school administrators who were teaching in classroom settings across the country. The survey explored the extent to which networked…

Research and development in language teacher education and, more recently, teacher accreditation has had enormous impact on the professional lives of ESL teachers in Canada. There has been less interest, however, in examining the career development and employment experiences of accredited ESL teachers as they transition from TESL programs to ESL…

The present study explored the relationships between teacher characteristics and the academic achievement of students with and without Learning Disabilities (LD) in a path model. Teacher-related variables included teacher self-efficacy, expectations of students' educational attainment, level of education and years of experience. Data were drawn…

The authors of this study sought to examine the relationships among teachers' years of experience, teacher characteristics (gender and teaching level), three domains of self-efficacy (instructional strategies, classroom management, and student engagement), two types of job stress (workload and classroom stress), and job satisfaction with a sample…

Practicum experiences and feelings of preparedness to teach were compared for 88 Ontario student teachers in either the fourth year of a "concurrent" undergraduate preservice program or a 1-year "consecutive" graduate preservice program. The two groups did not differ in teaching self-efficacy or the number of classroom…