Canadian Pre-service Teachers Research Articles

Teaching in inclusive classrooms: efficacy and beliefs of Canadian preservice teachers

This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher self-efficacy than women for managing behaviour in the classroom, elementary preservice teachers have higher self-efficacy in collaboration than those teaching in secondary schools, those enrolled in the 1-year post-degree programme show lower self-efficacy than those enrolled in programmes of other durations, and those who have experience with people with special education needs show higher self-efficacy than those who do not. Differences illustrated that women were more inclusive than men, 1-year post-degree preservice teachers were less inclusive than others, and those who have experience with people with special education needs are more inclusive than those who do not. Recommendations for teacher education and limitations surrounding the practical significance of the findings are discussed.

Moving from research on preservice teachers to co-learning with preservice teachers: Employing website design for knowledge mobilization

This paper outlines a two-phase research project on body image with Canadian preservice teachers. The first phase was mainly quantitative in the form of an online survey sent to 236 preservice teachers to explore their perceived levels of efficacy for teaching about body image and health. The results support earlier findings that teachers, in general, have a low comfort level with teaching body image in its complexity, and those preservice teachers who have ability and experience with sports tend to see body size more simplistically as an area of personal responsibility. Phase 2 of this research was a knowledge mobilization project working with a sub-group of the same preservice teachers. While both research phases involved the preservice teachers, the first phase involved a minimal level of cooperation in the form of data extraction. In comparison, the second phase involved significantly more cooperation with the participants through co-learning and knowledge construction activities. Findings indicate that knowledge mobilization projects can be one form of cooperative research where researchers and practitioners can collaborate in meaningful ways. These findings also illustrate how a co-learning orientation to the knowledge mobilization project promoted knowledge creation and learning for both the researchers and the preservice teachers.

Validating the Conceptions of Assessment-III Scale in Canadian Preservice Teachers

The purpose of this study was to test the validity of the Teachers' Conceptions of Assessment Scale III-Abridged Version (CoA-IIIA; Brown, 2006), a measure created, validated, and applied outside of North America, in a sample of Canadian preservice teachers (n = 436). This work is important because although we have long known that teachers' beliefs influence the way they teach, research also suggests that teachers' beliefs related to assessment influence the way they assess students. Confirmatory factor analysis of the Canadian data led to a solution slightly different than the New Zealand factor structure, with nine latent first-order variables, each with two or three measured indicators. Although the preservice teachers endorsed the purposes of assessment similarly to several other countries, the factor measuring assessment as “inaccurate” was endorsed more strongly than in previous research. Our discussion highlights the differences and similarities between the current results and previous studies with the CoA-IIIA.

Canadian and Australian pre-service teachers’ use, confidence and success in various behaviour management strategies

The purpose of this study was twofold; first, to identify Australian and Canadian pre-service teachers’ use, confidence and success in various behaviour management strategies, and second, to identify significant differences between the two cohorts. Pooled data indicated that pre-service teachers most frequently employ low level corrective strategies, such as non-verbal body language, rather than strategies that serve to prevent student misbehaviour. The strategies pre-service teachers report most frequently employing were also those they felt most confident in. Australian pre-service teachers employ rewards significantly more, while Canadian pre-service teachers utilise preventative and differentiation strategies significantly more. Differences might be accounted for by the timing of pre-service teachers’ school practicum. Implications for teacher education programs and future research conclude the paper.

Prospective teachers’ conceptions about teaching mathematically talented students: Comparative examples from Canada and Israel

In this paper we analyze prospective mathematics teachers' conceptions about teaching mathematically talented students. Forty-two Israeli participants learning at mathematics education courses for getting their teaching certificates, and fifty-four Canadian pre-service (K-8) teachers participating in mathematics didactics course were asked to solve a challenging mathematical task. We performed comparative analysis of problem-solving strategies, solution results and participants' success. Based on the discussion with 25 Israeli participants we composed an attitude questionnaire, in which prospective teachers were asked to express their degree of agreement with statements expressing different beliefs about education of mathematically talented students. The questionnaire was presented to 56 Canadian and 28 Israeli prospective elementary and middle school teachers. We describe similarities and differences between the attitudes of the two populations and suggest their possible explanations. Based on the results of this study we make several suggestions for teacher education programs.

Experiencing online pedagogy: a Canadian case study

This case study explored the educational experiences of Canadian preservice teachers in a course designed to teach about online teaching. Students gained experience in course design and delivery, and safe and ethical behavior related to technology. Findings indicated that projects in which students actively applied their knowledge were more engaging than threaded discussion; delivery and content must accommodate diverse learning styles; and leadership online must be taught as well as modeled. Students reflected with the instructor and researcher on ways to improve the online experience. The study provided the researchers with a valuable opportunity to dialogue about online teaching.

Success and near misses: Pre-service teachers’ use, confidence and success in various classroom management strategies

While the importance of effective classroom management is repeatedly made, there is little comprehensive research identifying the management strategies pre-service teachers employ, nor how successful or confident they find various strategies. Accordingly, 336 Canadian pre-service teachers were surveyed. It was found that pre-service teachers report most frequently employing initial corrective strategies (for example, physical proximity), even though preventative strategies (such as establishing regular routines) were reported to be as successful as these initial corrective strategies. The strategies pre-service teachers report most frequently employing were also those they felt the most confident in. Recommendations for teaching programs conclude the paper.

Preservice Teachers’ Discriminatory Judgments

Having pursued policies of human rights and multiculturalism, Canadians regard themselves as tolerant. Yet some critics say that when it comes to Aboriginals, Canadians seem xenophobic and discriminatory. This study is the first empirical test of whether Canadian preservice teachers’ judgments about the performance of Aboriginal students are discriminatory. Fifty preservice teachers were asked to assess the records of 24 students and recommend their placement in remedial, conventional, or advanced programs. Preservice teachers systematically devalued the performance of students whom they were led to believe were of Aboriginal ancestry in comparison with their non-Aboriginal counterparts with identical student records.

The effects of student gender, race, and achievement on career exploration advice given by canadian preservice teachers

This study investigated the effects of gender, race, and achievement on ratings of appropriateness of occupations and classifications of occupations (people, data, things) suitable for future exploration by ninth-grade students. The subjects (N=125; 106 females, 19 males), advanced undergraduate education students, were each asked to evaluate a case folder in which gender (female, male, not stated), race (Native, non-Native), and achievement (higher average, lower average) were systematically varied. Subjects gave ratings of appropriateness for future exploration of occupations on 5-point Likert-type scales. The occupations rated also represented three classifications (data, people, things), yielding a second dependent variable. Analysis was accomplished using two four-way analyses of variance. The attribute most influencing ratings was achievement. However, the three-way interactions of gender, race, and achievement limit direct interpretation of the data, and suggest that complex combinations of student attributes influence teachers. The limitations of the present study are emphasized; the implications for advising young women and for future research are discussed.