This study describes the practicum-mentors' identity in a teacher education context based on Dialogical Self Theory (DST) and the related 'position' and 'I-position' concepts. Participants were 48 Spanish and Canadian primary and secondary teachers who participated via an online written survey. The data were analysed using qualitative and…

The purpose of this study was to examine the self-efficacy beliefs of novice elementary French as a second language (FSL) teachers. A mixed methods approach was used to investigate self-efficacy appraisals of core French (n = 14) and French immersion (n = 13) teachers in delivering instruction in FSL programs. A questionnaire was administered that…

This study examined the perceptions of teachers in rural Newfoundland (NL) about their current ability to support the use of assistive technology (AT) in their classrooms, and identified possible training needs that could be accomplished remotely. Thirty-two educators from rural areas of NL completed an online survey with a mix of closed- and…

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…

Research on the experiences of teacher leaders returning to classroom teaching (Fiarman, 2007; Munroe, 2013, 2014a) has indicated that this career change is complex and often fraught with unanticipated tensions and frustrations such that the potential contribution of these returning teacher leaders is not realized. We explore the experience of a…

Focus groups were conducted in four school divisions in central Canada in order to determine whether inclusive educators in schools could identify the knowledge base, skills set, and attitudes desirable in new inclusive teachers. Participants failed to identify an essential knowledge base for inclusive educators. Findings indicated that a focus on…

In this article, I propose collaborative mentorship (CM) as a mentoring approach to support and sustain teachers in diversity and equity education. CM is theorized as a mentoring relationship grounded in critical dialog between mentor and mentee. Drawing on research conducted in a culturally, racially, linguistically, and socially diverse…

This study examines the relationship between the reported career intentions and perceptions of preparedness of graduating secondary teachers in Quebec, across a two-year period, in an effort to identify factors which contribute to growing attrition rates among beginning teachers. The study reveals that those beginning teachers most concerned with…

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…

Argues that the assumption that including students with disabilities into regular classrooms will be possible with few problems is not supported by research. Discusses whether regular classroom teachers can meet the demands of the inclusionary movement. Focuses on teacher attitudes, skills, and competencies, as well as support necessary for…

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)

The document summarizes results of a project to help design effective in-service training programs for regular and special class teachers dealing with students with learning disabilities (LD). Feedback from participants in inservice programs offered by the Learning Centre in Alberta (Canada) suggests the importance of better identification of…

This report on teacher competence in the field of early childhood education is divided into six sections. The first section outlines the rationale for the study and defines its particular thrust. The main intention of the survey is to describe and define the tasks and requisite skills of early childhood teachers in supporting families in the care…

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…

A survey of 17 graduates of Project T.E.A.C.H. (Teacher Effectiveness and Classroom Handling), an inservice education program offered through the Ontario (Canada) Public School Men Teacher's Association in conjunction with Lesley College, used closed- and open-ended questions to obtain evaluations of the project's effectiveness. Five project areas…