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| Issue |
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| Vol 52, No 3 (2017) |
BECOMING AUTHENTIC TEACHERS THROUGH TRANSFORMATIVE INQUIRY: FINAL PRACTICUM CHALLENGES |
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Vanessa V. Tse, Meaghan Abra, Michele T. D. Tanaka |
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| Vol 53, No 1 (2018) |
ENHANCING UNDERSTANDINGS OF EMERGING PHYSICAL EDUCATION PRACTICAL THEORY: ABORIGINAL TEACHER CANDIDATES’ REFLECTIVE JOURNALING PRACTICES |
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Joe Barrett, Lorenzo Cherubini, Dan Robinson |
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| Vol 53, No 2 (2018) |
UNLEARNING COLONIAL IDENTITIES WHILE ENGAGING IN RELATIONALITY: SETTLER TEACHERS’ EDUCATION-AS-RECONCILIATION |
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Lisa Korteweg, Tesa Fiddler |
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| Vol 54, No 1 (2019) |
IN SITU HYBRID SPACES AS GENERATIVE SITES FOR TEACHER PREPARATION |
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Leyton Schnellert, Donna Kozak |
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| Vol 53, No 2 (2018) |
RESPONDING TO THE CALLS TO ACTION: REFLECTIONS ON TEACHING MANDATORY INDIGENOUS EDUCATION TO TEACHER CANDIDATES IN ONTARIO |
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Kaitlyn Watson, Natalie Currie-Paterson |
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| Vol 52, No 2 (2017) |
L’ANALYSE DES FILMS FREEDOM WRITERS, PRECIOUS ET DETACHMENT À PARTIR DE LA PÉDAGOGIE DE LA LIBÉRATION |
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Marcos Godoi, Christiane Caneva, Renata Lopes Jaguaribe Pontes |
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| Vol 53, No 2 (2018) |
FINDING A PLACE AT HOME: THE TRC AS A MEANS OF (R)EVOLUTION IN PRE-SERVICE (SCIENCE) TEACHER EDUCATION |
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Dawn Wiseman |
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| Vol 52, No 3 (2017) |
Book Review: JEN GILBERT. Sexuality in School: The Limits of Education. (2014) |
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S. A. Bliss, Marc Husband |
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| Vol 53, No 1 (2018) |
RECLAIMING AGENCY AND APPRECIATING LIMITS IN TEACHER EDUCATION: EXISTENTIAL, ETHICAL, AND PSYCHOANALYTICAL READINGS |
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Anne M. Phelan, Dion Rüsselbæk Hansen |
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| Vol 53, No 2 (2018) |
A COLLABORATIVE SHARING OF STORIES ON A JOURNEY TOWARD RECONCILIATION: “BELONGING TO THIS PLACE AND TIME” |
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Kauʻi Keliipio, Kimberly Perry, Colleen Elderton |
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| Vol 47, No 2 (2012) |
ÉLARGIR LES PERSPECTIVES INTERCULTURELLES DES FUTURS ENSEIGNANTS |
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Marilyn Steinbach |
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| Vol 50, No 2/3 (2015) |
DEVELOPING HISTORICAL CONSCIOUSNESS AND A COMMUNITY OF HISTORY PRACTITIONERS: A SURVEY OF PROSPECTIVE HISTORY TEACHERS ACROSS CANADA |
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Stéphane G. Lévesque, Paul Zanazanian |
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| Vol 49, No 2 (2014) |
SEEKING TIME WITHIN TIME: EXPLORING THE TEMPORAL CONSTRAINTS OF WOMEN TEACHERS’ EXPERIENCES AS GRADUATE STUDENTS AND NOVICE RESEARCHERS |
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Jennifer Mitton Kukner |
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| Vol 50, No 1 (2015) |
THE COMPLEXITIES OF NEUTRALITY IN TEACHING RELIGIOUS EDUCATION: THE ETHICS AND RELIGIOUS CULTURE PROGRAM AS CASE STUDY |
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Arzina Zaver |
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| Vol 49, No 1 (2014) |
IDENTIFICATION DES RÔLES QUE S’ATTRIBUENT LES ENSEIGNANTS ASSOCIÉS JUMELÉS À DES STAGIAIRES EN ENSEIGNEMENT DE L’ÉDUCATION PHYSIQUE QUI ONT DÉVELOPPÉ LEUR SENTIMENT D’EFFICACITÉ PERSONNELLE À LA SUITE D’UN STAGE |
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Olivia Monfette, Johanne Grenier |
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| Vol 44, No 3 (2009) |
ABORIGINAL EDUCATION AS CULTURAL BROKERAGE: NEW ABORIGINAL TEACHERS REFLECT ON LANGUAGE AND CULTURE IN THE CLASSROOM |
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Julian Kitchen, Lorenzo Cherubini, Lyn Trudeau, Janie Hodson |
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| Vol 51, No 2 (2016) |
SIMILARITIES AND DIFFERENCES IN RISK AND PROTECTIVE FACTORS IN TEACHER INDUCTION FOR PROSPECTIVE ELEMENTARY AND PHYSICAL AND HEALTH EDUCATION TEACHERS |
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Mylène Leroux, Charlotte Beaudoin, Johanne Grenier, Sylvain Turcotte, Marie-Claude Rivard |
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| Vol 46, No 1 (2011) |
TOWARD A TRANSFORMATION OF PRACTICES IN TEACHER EDUCATION |
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Yves Lenoir |
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| Vol 53, No 2 (2018) |
RELATIONAL ENCOUNTERS WITH INDIGENOUS LITERATURES |
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Aubrey Jean Hanson |
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| Vol 53, No 3 (2018) |
THE INFLUENCE OF CLASSROOM EXPERIENCE ON TEACHER BELIEF SYSTEMS: NEW FRENCH SECOND LANGUAGE TEACHERS’ BELIEFS ABOUT PROGRAM OPTIONS FOR ENGLISH LANGUAGE LEARNERS AND STUDENTS WITH LEARNING DIFFICULTIES |
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Katy Arnett, Callie Mady |
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| Vol 50, No 2/3 (2015) |
LE RÔLE DES ENSEIGNANTS DANS L’ÉDUCATION ET LA DÉMOCRATIE : IMPACTS D’UN PROJET DE RECHERCHE SUR LA PERCEPTION DE FUTURS ENSEIGNANTS |
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Gina Thésée, Paul R. Carr, Franck Potwora |
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| Vol 49, No 3 (2014) |
CRITICAL ASSESSMENT OF VIDEO PRODUCTION IN TEACHER EDUCATION: CAN VIDEO PRODUCTION FOSTER COMMUNITY-ENGAGED SCHOLARSHIP? |
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Kyung-Hwa Yang |
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| Vol 54, No 1 (2019) |
Book Review: PENNY HAWORTH & CHERYL CRAIG (Eds.). The Career Trajectories of English Language Teachers. (2016). |
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Philippa Parks |
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| Vol 47, No 3 (2012) |
MOVING FROM THE MARGINS: CULTURALLY SAFE TEACHER EDUCATION IN REMOTE NORTHWESTERN BRITISH COLUMBIA |
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Edward B Harrison, Alexander K Lautensach, Verna Lynn McDonald |
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| Vol 48, No 2 (2013) |
ÉTUDE DU SENTIMENT D’AUTO-EFFICACITÉ DES ENSEIGNANTS DU SECONDAIRE AU NIGER À L’ÉGARD DE L’ORDINATEUR |
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Modibo Coulibaly, Thierry Karsenti |
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| Vol 45, No 1 (2010) |
INVESTIGATING A PROFESSIONAL DEVELOPMENT SCHOOL MODEL OF TEACHER EDUCATION IN CANADA |
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Dawn Buzza, Donna Kotsopoulos, Julie Mueller, Megan Johnston |
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| Vol 50, No 2/3 (2015) |
DES MANUELS SCOLAIRES AU SERVICE DU SONDERFALL HELVÉTIQUE (1911-2011) |
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Lyonel Kaufmann |
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| Vol 45, No 3 (2010) |
FRAMING AN INTEGRATIVE APPROACH TO THE EDUCATION AND DEVELOPMENT OF TEACHERS IN CANADA |
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Thomas Falkenberg |
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| Vol 47, No 3 (2012) |
DEVELOPING COMMUNITIES OF PRAXIS: BRIDGING THE THEORY PRACTICE DIVIDE IN TEACHER EDUCATION |
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Michael James Anderson, Kelly J Freebody |
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| Vol 46, No 1 (2011) |
TEACHER EDUCATION IN LIGHT OF A FEW PRINCIPLES, THEORIES, AND STUDIES ON VOCATIONAL TRAINING AND ADULT EDUCATION |
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Patrick Mayen |
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| Vol 49, No 1 (2014) |
LES ÉTUDIANTS « SANS TÂCHE » D’ENSEIGNEMENT EN FORMATION À L’ENSEIGNEMENT PROFESSIONNEL : UN PHÉNOMÈNE NOUVEAU ET UNIQUE |
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Marc Tardif, Frédéric Deschenaux |
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| Vol 44, No 2 (2009) |
TEACHER CANDIDATES' PERCEPTIONS OF SCHOOL ORGANIZATION: FUNDAMENTAL INCONSISTENCIES BETWEEN EXPECTATIONS AND EXPERIENCES |
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Lorenzo Cherubini |
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| Vol 47, No 1 (2012) |
TEACHER PROFESSIONAL LEARNING IN PURSUIT OF THE COMMON GOOD: A DISCUSSION OF THE ROLE OF DEMONSTRATION SCHOOLS IN TEACHER EDUCATION |
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Tony Loughland |
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