Crisis and opportunity: How Canadian Bachelor of Education programs responded to the pandemic. In Canadian research in teacher education: A polygraph series (Vol. 11) [eBook]. Canadian Association for Teacher Education/Canadian Society for the Study of Education. , 2022
In this self-study, we, an instructional team of four teacher educators, inquired into the experi... more In this self-study, we, an instructional team of four teacher educators, inquired into the experience of teacher candidates as we adapted our work at the beginning of the COVID-19 pandemic. The transition to remote learning led us to arrive at the inquiry question: How did the approaches we privileged prior to the pandemic influence our teaching and teacher candidate learning at the beginning of the pandemic? Teacher candidates from the 2019-2020 cohort offered several insights into what made a difference for them when the program abruptly shifted online just as they were beginning their practicum. These themes included consistent gatherings of the cohort for collegial support, professional learning and well-being; the benefits of explicit and embedded social and emotional learning (SEL); and opportunities to apply SEL and selfregulated learning approaches during their online practicum. This self-study offered us insight into the practices we value (e.g., relational, equity-oriented pedagogy in the middle years) and how we can take these up online. Interestingly, we found relational, synchronous, SEL-infused pedagogy to be central to teacher candidates' learning, well-being, and success. Barriers encountered had to be addressed with immediacy, particularly in light of the call for antiracist education.
In Jacobsen, M. & Smith, C. (Eds.) Online Learning and Teaching from Kindergarten to Graduate School , 2022
This collaborative self-study outlines how we, as teacher educators, drew from our experiences an... more This collaborative self-study outlines how we, as teacher educators, drew from our experiences and research from the beginning of the COVID-19 pandemic (March-July 2020) to inform the development of online pandemic pedagogies for the new cohort in Middle Years/Self-Regulated Learning Bachelor of Education Program in the fall of 2020. During this time, we were teaching online and supporting teacher candidates whose only face-to-face learning was in their practicum, when they engaged directly with their students. Like many teacher education programs in Canada, our program is typically offered face-to-face. As teacher educators, we embrace and enact responsive teaching as a shared pedagogical stance in our face-to-face teaching. However, the pandemic required us to reimagine the ways in which teacher education can occur online. We were challenged to apply characteristics in our own practice that we purport our middle years teacher candidates need to develop in order to be effective in their practice as new teachers. As a team, we grappled with ways to teach course content, provide engaging learning experiences, and model collaborative, caring relationships online. The transition to remote learning led us to develop two inquiry questions:
In this short contribution to the American Education Research Association's Studying and Self-Reg... more In this short contribution to the American Education Research Association's Studying and Self-Regulated Learning (SSRL) SIG newsletter we outline a partnership between UBC's Self-Regulated Learning in the Middle Years B.Ed. Cohort and BC's School District No. 43 (Coquitlamd).
The implementation of a revised curriculum in British Columbia, Canada's rural schools an... more The implementation of a revised curriculum in British Columbia, Canada's rural schools and school districts is providing rich opportunities to study and document processes that support and prompt system change, as well to generate knowledge that can be shared across the province and more widely. This project aimed to study closely the practices and structures within BC's Growing Innovation in Rural Sites of Learning professional learning network (PLN), to examine how this partnership between a university, the Ministry of Education, and the BC Rural Education Advisory is spurring innovation through collaborative, inquiry-based professional learning. This study examined how a PLN can generate and mobilize knowledge related to innovative and effective practice, particularly across rural or remote communities, and the role of PLNs in provoking and sustaining educational innovation. Key findings revealed that innovation occurs when educators find openings and gaps that create space and necessity for change, and that collaboration and reflection are key factors in sustaining and spreading innovation. Key drivers of this change included the new curriculum in BC as well as student learning needs and the challenges of the various rural contexts. Key factors in sustainability included administrative and district support as well as the ability to share their learning, including within the network.
Crisis and opportunity: How Canadian Bachelor of Education programs responded to the pandemic. In Canadian research in teacher education: A polygraph series (Vol. 11) [eBook]. Canadian Association for Teacher Education/Canadian Society for the Study of Education. , 2022
In this self-study, we, an instructional team of four teacher educators, inquired into the experi... more In this self-study, we, an instructional team of four teacher educators, inquired into the experience of teacher candidates as we adapted our work at the beginning of the COVID-19 pandemic. The transition to remote learning led us to arrive at the inquiry question: How did the approaches we privileged prior to the pandemic influence our teaching and teacher candidate learning at the beginning of the pandemic? Teacher candidates from the 2019-2020 cohort offered several insights into what made a difference for them when the program abruptly shifted online just as they were beginning their practicum. These themes included consistent gatherings of the cohort for collegial support, professional learning and well-being; the benefits of explicit and embedded social and emotional learning (SEL); and opportunities to apply SEL and selfregulated learning approaches during their online practicum. This self-study offered us insight into the practices we value (e.g., relational, equity-oriented pedagogy in the middle years) and how we can take these up online. Interestingly, we found relational, synchronous, SEL-infused pedagogy to be central to teacher candidates' learning, well-being, and success. Barriers encountered had to be addressed with immediacy, particularly in light of the call for antiracist education.
In Jacobsen, M. & Smith, C. (Eds.) Online Learning and Teaching from Kindergarten to Graduate School , 2022
This collaborative self-study outlines how we, as teacher educators, drew from our experiences an... more This collaborative self-study outlines how we, as teacher educators, drew from our experiences and research from the beginning of the COVID-19 pandemic (March-July 2020) to inform the development of online pandemic pedagogies for the new cohort in Middle Years/Self-Regulated Learning Bachelor of Education Program in the fall of 2020. During this time, we were teaching online and supporting teacher candidates whose only face-to-face learning was in their practicum, when they engaged directly with their students. Like many teacher education programs in Canada, our program is typically offered face-to-face. As teacher educators, we embrace and enact responsive teaching as a shared pedagogical stance in our face-to-face teaching. However, the pandemic required us to reimagine the ways in which teacher education can occur online. We were challenged to apply characteristics in our own practice that we purport our middle years teacher candidates need to develop in order to be effective in their practice as new teachers. As a team, we grappled with ways to teach course content, provide engaging learning experiences, and model collaborative, caring relationships online. The transition to remote learning led us to develop two inquiry questions:
In this short contribution to the American Education Research Association's Studying and Self-Reg... more In this short contribution to the American Education Research Association's Studying and Self-Regulated Learning (SSRL) SIG newsletter we outline a partnership between UBC's Self-Regulated Learning in the Middle Years B.Ed. Cohort and BC's School District No. 43 (Coquitlamd).
The implementation of a revised curriculum in British Columbia, Canada's rural schools an... more The implementation of a revised curriculum in British Columbia, Canada's rural schools and school districts is providing rich opportunities to study and document processes that support and prompt system change, as well to generate knowledge that can be shared across the province and more widely. This project aimed to study closely the practices and structures within BC's Growing Innovation in Rural Sites of Learning professional learning network (PLN), to examine how this partnership between a university, the Ministry of Education, and the BC Rural Education Advisory is spurring innovation through collaborative, inquiry-based professional learning. This study examined how a PLN can generate and mobilize knowledge related to innovative and effective practice, particularly across rural or remote communities, and the role of PLNs in provoking and sustaining educational innovation. Key findings revealed that innovation occurs when educators find openings and gaps that create space and necessity for change, and that collaboration and reflection are key factors in sustaining and spreading innovation. Key drivers of this change included the new curriculum in BC as well as student learning needs and the challenges of the various rural contexts. Key factors in sustainability included administrative and district support as well as the ability to share their learning, including within the network.
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