Faculty of Education Publications

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Articles, book abstracts, book chapters and reports published by faculty.


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Now showing 1 - 5 of 123
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    Historical Review of Teacher Education in the Inuit Jurisdictions of Canada
    (Unpublished, 2023-02-02) McGregor, Heather E.; McGregor, Catherine A.
    This report provides historical context for the development and offerings of teacher education programs serving Inuit communities in the four Inuit Nunangat (homelands) in Canada. From west to east, they are: Inuvialuit Settlement Region, Nunavut, Nunavik and Nunatsiavut. This report was designed to leverage publicly-available, document-based evidence associated with the history of Inuit teacher education. Each chapter is focused on a different jurisdiction, and constructed to reflect the unique histories of the corresponding jurisdiction. Therefore the length and topics in each chapter vary according to the number of changes to teacher training, or extent of previous research or program reviews conducted in each place. Even though teacher education is the most consistently delivered adult professional program in the North, stakeholders have constantly been dissatisfied with teacher education. In some jurisdictions recommendations for improvement are repeated over and over, and are slow to be implemented, if at all. The report concludes with some strengths and challenges of Inuit teacher education which are drawn from this historical context and which may inform future research.
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    Elementary Teachers’ Cognitive Processes and Metacognitive Strategies during Self-Directed Online Learning
    (Taylor & Francis, 2021-01-03) Beach, Pamela; Henderson, Gail; McConnel, Jen
    This study involves an in-depth examination of Canadian elementary teachers’ cognitive processes and metacognitive strategies they used during a self-directed online learning experience. The virtual revisit think aloud, a methodology that combines a retrospective procedure with screen recording technology, was used to capture verbalisations from 13 elementary teachers as they used an online database. Resulting think aloud protocols and post-task interviews were analysed using qualitative methods. An inductive approach to analysis led to six themes related to the types of cognitive processes and metacognitive strategies teachers use during self-directed online learning: connecting to practice, tweaking and adapting, narrowing the focus, skimming through, reading for depth, and source credibility. The teachers in this study demonstrated a non-linear iterative process in which they continuously planned, monitored, and evaluated their learning during the self-directed online learning experience. Implications for teacher learning and research are discussed.
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    Listening for More (Hi)Stories from the Arctic’s Dispersed and Diverse Educational Past
    (2015) McGregor, Heather E.
    As the widespread and deep impressions left on the Canadian North by the residential school system come to light, it is also important to continue examining educational policies alongside the experiences of students throughout a range of schooling sites and forms. Such research on Inuit schooling has been insufficient. I argue that more detailed educational histories of the federal and early territorial school systems should feature local and regional variability in implementation of policy and in student experience. Illuminating the inconsistent and multifaceted ways education affected communities in the past, particularly for teachers new to the North, serves to illustrate the ways education in the present necessitates decolonizing.
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    Introduction: The Territories in the History of Education in Canada: Where Are We Going? (and Why?)
    (2015) McGregor, Heather E.; Millar, W.P.J.
    Why should we study the history of education in the territories? And if we do, can it, and should it, form part of a larger pan-Canadian history? Where, indeed, do territorial histories of education fit into Canadian scholarship? We note that much less attention has been paid to historical work on this region of Canada than on any other. How can we explain such neglect? Is it due to the tendency of southerners (which is how we will refer to Canadians living well south of latitude 60) to focus mainly on their own con-cerns? To ignore a distant, little-known, and “empty” land? It is true that, altogether, the three territories comprise a vast geographical area that has only some 113,000 inhabitants. Nearly 40 per cent of them live in just two small cities — Whitehorse and Yellowknife — with the rest spread over some 60 other, mostly very small, communi-ties.1 Throughout the nation’s existence, the inhabitants of the territories have always formed but a tiny proportion of the population. Does their history offer Canadians something deserving greater attention? Or will it continue to be relegated to the pe-riphery, perhaps relevant only to the people who happen to live there?The articles in this Special Issue have been drawn together to illustrate some of the ways in which histories of education in the territories are important for us all. They cover a range of levels and types of education, they touch on different geographic areas of the three territories, they provide some new explorations and insights, and they reveal some possible directions for further research. In this introduction we want to expand on some of the reasons, and questions, associated with unfolding these histories, and with placing them in the context of a national history of education.