Designing for Ongoing Dialogue - An Editorial About the Creation of the EGalleryColin McCracken and Deena Sallomy
As future educators and recent graduates of the Faculty of Education's Master of Teaching program, we believe it is important to maintain an ongoing, professional dialogue about learning and teaching. We desire a dialogue that fosters positive relationships between the students in the Faculty of Education and the broader educational community. Along with conversations with our instructors and peers, we want to facilitate an ongoing dialogue with educators outside the walls of the university. The EGallery originally emerged in response to this desire. We hope that through the publication of exemplary student scholarship in the EGallery, and future conversations about the work that will be facilitated online, that the dialogue can continue long after our tenure as students in the MT program and into the future as we begin our careers as professional educators.
Reggio in North American Schools: To What Degree is Transfer Applicable?, 1(1) - an Independent Inquiry, Year 1Ian Fero
North American educators have been researching the schools of Reggio, Emilia, Italy for a little over a decade now and what they have been finding is indeed impressive. There has been a lot of attention on the progressive practice and pedagogical models of these schools. As more is learned the term "Reggio" becomes more and more entrenched in the educational lexicon. This paper provides an opportunity to look inside "Reggio" and ultimately asks whether or not it is possible to transfer the model into North American schools. Is it possible for teachers to truly "do Reggio?"
involves... Cycles of Balance, Belief, Judgement & Flight, 1(2)
-Themes of Teaching Paper, Year 2, Semester 3
Tracey D. Lee
Throughout teaching, there emerges certain themes and within those themes what is discovered is a set of continuous cycles. As teachers, there is a universal theme of knowing what to hold on to and what to let go of. Teaching therefore consists of the continuous cycles of balancing children's needs and wants with the needs and wants of others. It also consists of believing, hoping, giving, and receiving the uniqueness of children and the differences within one another. As teachers, we are also faced with the challenge through the cycle of judgement in which, we must decide what is "right" from what is not and finally, we embrace the cycle in which we share our experiences in life until our students can fly free and own their own. This journal article provides you with the close encounters I have had throughout my own experiences as a student teacher and the themes and cycles that all of us have either known too well or will soon be challenged with.
and Teaching: A Biography of Learning, 1(3) - Year 1, Semester 1
I believe that teaching is about knowing and understanding the world as well as the curriculum; it is about understanding people and situations beyond the classroom that will contribute to my understanding of teaching and learning in the classroom. I have attempted to weave together a story of not only my second semester, but also of several times and spaces in my past. My emerging pedagogical philosophy is derived from many venues: I am interpreting things, including my memories and the stories of others, in light of my future teaching career. This learning from my general surroundings strikes me at odd times, when I least expect it. I may be listening to a piece of music, getting to know a new face, or reading a magazine when I will think, "ah yes, that reminds me of something that I read in my professional seminar class" or, "That reminds me of a student in my partner teacher's class."
on Team Teaching, 1(4) - an Independent Inquiry, Year 1
The purpose of this investigation is to identify various types of team teaching, to present views of experienced team teachers, to analyze the issues involved with team teaching, and to discuss relative advantages and disadvantages of team teaching from both the teacher and student perspective. Different categories of team teaching are operationally defined, and key elements necessary for successful team teaching are described.
Ideas About Physics: What Students Bring To The Classroom, 1(5) - an
Independent Inquiry, Year 1
In this inquiry, children's "common sense" ideas regarding motion, and how such preconceptions can affect their ability to learn the correct science, are investigated. The literature illustrates that even after formal instruction, students may continue to perceive motion as Aristotle inaccurately perceived it. Students often "resist" learning the accepted Newtonian science. Ideas such as motion, young peoples' cognition, students' "common sense" ideas about motion, and solving problems are discussed. Finally, a theoretical research project is conceived and constructed.