Rethinking Innovative Research in Teacher Education in High-Poverty Schools in Canada

• In Event: Building Infrastructure and Capacity for Research Innovations Worldwide on Professional Development That Prepares Teachers for 21st-Century Schools That Serve Marginalized and Poor Students in Transnational Contexts (Sponsored by the World Education Research Association)

Abstract

This presenter reports on a study involving 28 literacy/English teacher educators in four countries: Canada, U.S., UK, and Australia. The goal of the study was to examine their backgrounds, pedagogies, research activities, identity, and turning points in their lives. Ten of the participants self-identified as having a critical stance, which they actualized through specific pedagogical choices. Their broad goals for schooling are to support pupils who are traditionally underserved. Data analysis (using NVivo) revealed commonalities across the participants; each participant had a pivotal experience in early childhood (e.g., marginalized as English Language Learners) that continues to influence their current pedagogy. Each participant provided experiences beyond the confines of the course for student teachers to work with children in high needs situations. In some cases, student teachers embraced the opportunity (and commitment to social justice), while others, would have preferred a much greater focus on practical skills and resources. The presenter will discuss her research on the building of the needed infrastructure and capacity for research on this topic across these transnational contexts.

Authors

• Clare Kosnik, University of Toronto

• Alison I. Griffith, York University