Abstracts
Abstract
A common concern in teacher education programs is the fragmentation of knowledge between courses that contribute to separation between discipline-focused theoretical knowledge and teachers’ practical work in schools. Drawing on reviews on innovative learning spaces in schools and analysis of teacher knowledge, we theorize a conceptualization of professional learning with an intention to draw attention to a re-visualization of teacher education. We refer to the concept of electronic-portfolios as a powerful connective tissue in creating new spaces for teacher education, followed by an outline of an aspect of our teacher education program, with insights from students, that is emerging. We conclude with reflections on how we are integrating deep conceptual understandings of education with cumulative narratives of education in practice.
Résumé
La fragmentation des connaissances entre les cours est une préoccupation fréquente dans les programmes de formation des maitres. Celle-ci contribue à antagoniser les connaissances théoriques propres aux disciplines et la réalité de la pratique enseignante dans les écoles. Suite à l’examen de milieux d’apprentissages scolaires innovants et à l’analyse des connaissances d’enseignants, nous élaborons un concept d’apprentissage professionnel dans le but d’attirer l’attention sur une nouvelle vision de la formation des maitres. Avec pour objectif de créer de nouveaux espaces propres à la formation des maitres, nous faisons appel au concept de portfolios électroniques comme trame connective puissante. À l’aide de points de vue d’étudiants, nous élaborons ensuite les grandes lignes d’un aspect en pleine croissance de notre programme de formation des maitres, de points de vue d’étudiants. Nous terminons avec des réflexions sur la manière dont nous intégrons une compréhension conceptuelle et approfondie de l’éducation aux nombreux récits basés sur la pratique.
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Appendices
Biographical notes
Tim F Hopper is an associate professor in the School of EPHE, Faculty of Education, University of Victoria. His scholarly work focuses on teacher education, physical education and complexity theory. He is currently involved in two SSHRC funded research grants (1) Electronic-Portfolio Development in Professional Programs, and (2) Video Game and Youth Civic Engagement.
Kathy Sanford is a professor in the Faculty of Education at the University of Victoria. Her research interests include school-integrated teacher education, assessment, gender, and multiliteracies. She is currently a co-investigator on a SSHRC-funded grant Electronic Portfolio development in professional programs, and a lead researcher on a Partnership Grant with local school districts and the Ministry of Education.
Hong Fu is currently a postdoctoral fellow in the Faculty of Education, University of Victoria. Her research centers on teacher identity, teacher education, digital portfolios and media literacy. She also has experience in teaching ELL and education leadership studies in international contexts.
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Appendices
Notes biographiques
Tim F Hopper est professeur agrégé à la School of EPHE, au sein de la faculté d’éducation de l’Université de Victoria. Ses travaux de recherche portent sur la formation des maitres, l’éducation physique et la théorie de la complexité. À l’heure actuelle, il est impliqué dans deux projets de recherche financés par le CRSH : (1) Electronic-Portfolio Development in Professional Programs et (2) Video Game and Youth Civic Engagement.
Kathy Sanford enseigne au sein de la faculté d’éducation de l’Université de Victoria. Ses intérêts de recherche sont la formation des maitres en milieu scolaire, l’évaluation, le genre et les multilittératies. Elle est présentement impliquée comme cochercheur dans un projet de recherche financé par le CRSH et visant le développement de portfolios électroniques dans des programmes professionnels (Electronic-portfolio development in professional programs). Elle est aussi chercheur principal dans un projet de recherche subventionné, mené en partenariat entre les districts scolaires locaux et le Ministère de l’éducation.
Hong Fu est boursière postdoctorale à la faculté d’éducation de l’Université de Victoria. Elle s’intéresse à l’identité enseignante, à la formation des maitres, aux portfolios numériques et la littératie médiatique. Elle possède également de l’expérience dans l’enseignement de l’anglais langue seconde et dans les études en leadership de l’éducation, dans des contextes internationaux.