Using the example of the 1937 Ontario elementary school reforms, this article will make the case for considering pedagogical knowledge as a distinct object in the history of education. In this context, pedagogical knowledge refers to the conceptual and normative aspects of teaching and learning that seek to inform the decision-making of the…

Definitions of teaching quality differ across jurisdictions and have evolved over time. Drawing on a study of five high-achieving countries with strong supports for teachers' professional learning and practice, this article describes the perspectives on good teaching rooted in standards for entry, preparation, and practice. These nations…

Different conceptualizations exist about the components of the knowledge teachers need to teach mathematics with professional consciousness, and a researcher needs to describe and assess that knowledge. The fact, however, is that different conceptualizations respond to different needs, and thus, the variety is even a chance to develop the field…

This study explores the knowledge base of non-native English-speaking teachers (NNESTs) working in the Canadian English as a second language (ESL) context. By examining NNESTs' experiences in seeking employment and teaching ESL in Canada, and investigating ESL program administrators' perceptions and hiring practices in relation to NNESTs, it…

This mixed-methods study reports on the perspectives of 208 teacher candidates on teaching children with developmental disabilities and delays (DD) in inclusive classrooms from Kindergarten to Grade 6. The questionnaire included items on demographics, experience, knowledge, and feelings of competence, advocacy, and sense of efficacy. Open-ended…

This article examines how secondary English teachers in two racially diverse schools--one in Massachusetts, USA, the other in Ontario, Canada--described their knowledge of and practices for teaching about race and racism. The extent and quality of teachers' racial literacy knowledge and practice were considered in light of the literature on racial…

Education policy in the province of Alberta is set by Alberta Education, a ministry led by the province's minister of education. There are two key policies or ministerial orders that guide professional learning in Alberta. The Teaching Quality Standard outlines the knowledge, skills, and attributes that teachers are expected to possess. The…

Attention deficit/hyperactivity disorder (ADHD), a chronic neurological disorder, is not formally recognized in the educational systems across Canada. As a result, there is little opportunity for collaboration or sharing of information between the medical/research community and the educational system. Because ADHD is not formally identified,…

This literature review compares international and New Zealand research and international program information on teacher competencies and preservice and inservice teacher education, addressing two issues: (1) what literature identifies as key competencies required by quality beginning and practicing teachers in the current social, economic, and…

Utilizes excerpts from an undergraduate elementary education student's journal to examine generalist teachers' attitudes towards musical competency and the necessary qualifications for teachers. Traces one teacher's recognition of her own musicality and the corresponding influence on her feelings of competency to teach this subject in an…

The pilot project, "A Pedagogy of the Land" (POL), provides an opportunity to ponder the relations between aboriginal community/university knowledges in this case, the relations between an Anishinaape land-based pedagogy and the developing theorizing around formal and informal learning. Traditional aboriginal education is not limited to…