Abstracts
Abstract
We examined the effectiveness of a professional development school model of teacher education in Canada. Teacher education candidates responded positively to program features related to sustained participation and collaboration in school communities throughout the year. Their efficacy beliefs about developing professional knowledge were most strongly related to the school component of the program. This highlights the importance of careful selection and preparation of associate teachers where teacher candidates are placed in only one school.
Résumé
Nous avons fait l’examen de l’efficacité d’un modèle de développement professionnel de formation des enseignants en milieu scolaire au Canada. Les candidats enseignants ont réagi positivement aux dimensions du programme relatives à une participation soutenue et à la collaboration au sein des communautés scolaires tout au long de l’année. Leurs convictions relativement au développement efficace d’un savoir professionnel étaient fortement liées à la dimension scolaire du programme. Cette conclusion souligne l’importance de sélectionner et de préparer avec soin les maîtres associés lorsque les candidats à l’enseignement sont assignés à un seul établissement.
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Appendices
Biographical notes
Dawn Buzza is associate dean and associate professor in the Faculty of Education at Wilfrid Laurier University. Her areas of interest are child and adolescent development, learning, and motivation. Her research focus is on self-regulated learning and teacher education.
Donna Kotsopoulos is an associate professor in mathematics education in the Faculty of Education at Wilfrid Laurier University. Her research focuses on mathematical cognition and mathematics teaching and learning.
Julie Mueller is an assistant professor in the Faculty of Education at Wilfrid Laurier University. Her research centres around the use of digital technology in teaching and learning, with an emphasis on the variables that influence the integration of content, pedagogy, and technology. She is currently working with elementary schools and higher education programs on the integration of mobile technologies in learning and instruction.
Megan Johnston is a graduate student in the Department of Psychology at the University of Toronto. Her broad research interests involve moral and emotional development across the lifespan with a particular focus on adolescence. Currently, her research explores the parenting techniques and behaviours that promote children’s moral socialization.
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Appendices
Notes biographiques
DAWN BUZZA est vice-doyenne et professeure associée à la Faculté des sciences de l’éducation de l’Université Wilfrid Laurier. Ses recherches portent sur le développement des enfants et des adolescents, l’apprentissage et la motivation, ciblant particulièrement l’autorégulation de l’apprentissage et la formation des maîtres.
DONNA KOTSOPOULOS est professeure associée en enseignement des mathématiques à la Faculté des sciences de l’éducation de l’Université Wilfrid Laurier. Dans le cadre de ses recherches, elle explore les connaissances mathématiques ainsi que l’enseignement et l’apprentissage des mathématiques.
JULIE MUELLER est professeure associée à la Faculté des sciences de l’éducation de l’Université Wilfrid Laurier. Ses recherches touchent l’utilisation des technologies digitales dans l’enseignement et l’apprentissage, avec une emphase sur les variables qui influencent l’intégration des contenus, des processus pédagogiques et des tech‧nologies. Elle travaille actuellement au sein d’écoles élémentaires et de programmes d’éducation supérieurs, visant l’intégration de technologies mobiles dans leurs processus d’apprentissage et d’enseignement.
MEGAN JOHNSTON est étudiante à la maîtrise au sein du Département de psychologie de l’Université de Toronto. Elle s’intéresse au développement moral et émotionnel en cours de vie, ciblant particulièrement l’adolescence. Actuellement, ses recherches explorent les techniques et comportements parentaux favorisant la socialisation morale des enfants.