The purpose of this study is to understand the opportunities for professional learning teachers encounter over the span of their careers. I conduct two qualitative case studies of mid-career teachers from Ontario, Canada to obtain insights into their teacher development experiences over their first eight years in the teaching profession. The analysis of interviews conducted during this period led me to identify four learning opportunities that were significant for the participants: mentoring at the beginning of the career, learning from and with colleagues, mandated collaborative learning, and part-time graduate studies. The teachers highlight the limits and possibilities of these opportunities considering their professional needs and contexts. Drawing on these findings, some practical recommendations for the design and implementation of teacher development programs are suggested.

In this thesis, I consider the ways in which classroom teachers develop critical consciousness and implement it within their pedagogy in the context of effectively teaching Black students to achieve academic success. The process of critical consciousness is complex and is mainly studied outside of teacher education. The findings of this thesis fall into three main themes: self-awareness; analysis of power; and inquiry of assumptions. The research also demonstrates that the spirituality of the teacher is an important contributing factor in one’s transformation. With this work, the hope is that teacher education programs dialogue about the importance of critical consciousness, and integrate it into the recipe that makes up “quality teaching” so that all students can have the opportunity to succeed in an equitable schooling environment.

This dissertation examines some structural and cultural problems that can contribute to the problem of underachievement facing Black, male students in the educational system. A phenomenological approach was used to gain the perspectives of six Black, male educators on this problem. Underachievement problems for these students have garnered much interest in the research literature and in pedagogical debates. It is a problem with a long history from the Royal Commission on Learning (1993) to TDSB Urban Diversity Strategy (2008) the problem continues to baffle educators. Data also presents a dismal picture, with 40% from this group underachieving. Black, male teachers‟ perspectives are significant because presently their voices are limited in the literature. Their perspectives are also influenced by race, ethnicity and gender, and these are issues that impact on the problem being investigated. The main questions of the study are: - What are some Black male educators' perspectives of the role of structural and cultural factors that contribute to the problem of underachievement and school failure for Black, male students? Were these the same barriers they faced and how did they overcome these barriers as students? - How might the narratives of these Black male educators both challenge and support multicultural approach to curriculum that purports to particularly address the problems facing Black, male students? The result of the research indicates that there are structural and cultural factors that can cause underachievement problems for Black, male students. It suggests that an iii integrated approach which acknowledges the influence of both structure and culture could be used as a means for improving learning outcomes for this group of earners.

This research investigates internationally educated teachers' (IETs) motivations to become teachers in Canada, learning in the initial teacher education programs, employment seeking experiences, as well as stress and coping strategies during their transition from the teacher education programs to the workplace. Twenty IETs from 12 different countries and areas participated in the study. Research data includes semi-structured interviews, field notes, short questionnaires, email, online chat records, and participants' writings. Narrative approaches (Clandinin & Connelly, 2000; Polkinghorne, 1995) were used to analyze interview and other qualitative data. In addition, I conducted descriptive analysis upon the questionnaires to triangulate the research findings. Research findings show that a number of intrinsic and extrinsic factors motivated IETs to take up or return to the teaching profession in Canada. All of the IETs in the study considered their studies in the teacher education programs useful, but a number of them expressed the wish that the programs should include more practical aspects. Some IETs experienced difficulties during their practicum due to their language and accents, heavy workload, classroom management issues, as well as balance between work and life. A few IETs also experienced conflicts and tension with their mentor teachers. Due to the challenging teaching job market in Ontario, and the disadvantaged situation for IETs, finding a teaching position was not easy for IETs. The main challenge was to obtain eligibility for teaching positions with school boards. IETs were frustrated with their employment, underemployment and unemployment. Research data from the IET Stress Scale showed that the top five stress factors for IETs in transition included finding a teaching position, teacher identity construction, balance between work and family, being observed and assessed, and heavy workload. Similar themes emerged from the interview data. IETs utilized various strategies to cope with their difficulties and stress. Most of the IETs expressed their desire to stay in the teaching profession in Canada. However, two IETs were reluctant to look for teaching positions due to their frustrating experiences with their mentor teachers. Two other IETs stayed in nonteaching or looked for jobs in other professions due to their difficult job seeking experiences.

This thesis is a critical practitioner research study of an innovative teacher education initiative: the Diverse Schools (DS) Initiative. The DS Initiative fuses two pedagogical approaches - culturally relevant pedagogy and culturally responsive teaching - into an approach they call Culturally Responsive and Relevant Pedagogy (CRRP). The DS Initiative uses CRRP as a theoretical framework for equity-based work in a university-school based partnership. This research considers the impact of the DS Initiative on teacher candidates’ and associate teachers’ practicum experiences. The twenty research participants (teacher candidates, associate teachers and administrators) interviewed reveal a spectrum of understanding of the DS Initiative, CRRP, and their overall implications for teacher education programs that extend beyond the DS Initiative. The research found that participants’ identities and practicum contexts greatly shaped their understandings and uses of CRRP. Many participants were unaware that the purpose of the DS Initiative was to create a shared theoretical understanding of CRRP among associate teachers and teacher candidates. However, most participants recognized the merits of an equity-focused university-school partnership for practicum, but believed it could be more effective if they were involved in developing the content of the DS Initiative. The participants’ narratives suggest that there is great value in creating a space to build on existing teacher candidate/associate teacher identities in equity-based initiatives. Participants emphasize the importance of delivering a university-school partnership program that is fluid and open to changing content, direction and goals to reflect the diversity of the participants. This study demonstrates the value and effectiveness of engaging participants in critical inquiry reflection to provide insight into content, goals, and clarity on teacher education initiatives. This research will be of interest to university faculty, administrators, and school staff wishing to examine practicum concerns in Initial Teacher Education (ITE) programs and seeking to address them using a collaborative university-school partnership model. Finally, this study contributes to the greater scholarly practitioner research conversations about equity and critical pedagogy, teacher identity, and the challenges stakeholders in teacher education need to note, reflect upon, and respond to in order to address the needs of our increasingly diverse students.

Schools are sites of great power and influence where the “obesity” discourse is often taken uncritically as truth and reproduced, to the detriment of young people. The purpose of this thesis was to investigate how theories of fatness can inform theories of culturally relevant pedagogy with the goal of helping teachers create spaces where increased size acceptance is possible for secondary students. Literature from both these areas of study was reviewed and applied to the Ontario secondary curriculum documents for science and physical education. This analysis demonstrated a body acceptance orientation in teaching these disciplines, and that doing so can mitigate many of the negative effects of living in a fat hating world.

A variety of policies originating from Ontario’s Ministry of Education make it clear that education reform requires that teachers reflect on their practice. Despite this, there is little evidence of a common understanding of just what reflection would look like in teacher practice.This means that Initial Teacher Education programs face ambiguous challenges both in producing teachers who can reflect on practice in order to participate in school reform and in matching program goals regarding reflection to admissions requirements. This study investigated the understanding and evaluation of reflection in an Initial Teacher Education program through interviews with 15 instructors and field partners who had evaluated applicants’ written evidence of reflection. Differences among participants were evident in the understanding of reflection;however, the overriding theme of conscious attention to and engagement with experience as a vehicle for change was consistent with current literature. Differences in the evaluation of profiles were based on perceptions of how well applicants met the criterion of specificity, which was emphasized in the rubric; what role their judgement should take in evaluation decisions and the knowledge base on which those decisions were made. Participants described an organizational context in their Initial Teacher Education Program in which reflection was encouraged but not formalized or defined in any consistent way, and described opportunities for reflection that resembled informal communities of practice. They articulated some significant dilemmas in the fair evaluation of reflection that were similar to the challenges of school administrators evaluating the reflection required of teachers. The results of the study have implications for admissions policies as well as for creating a culture of reflection and inquiry in an Initial Teacher Education Program or school.

This research investigates internationally educated teachers' (IETs) motivations to become teachers in Canada, learning in the initial teacher education programs, employment seeking experiences, as well as stress and coping strategies during their transition from the teacher education programs to the workplace. Twenty IETs from 12 different countries and areas participated in the study. Research data includes semi-structured interviews, field notes, short questionnaires, email, online chat records, and participants' writings. Narrative approaches (Clandinin & Connelly, 2000; Polkinghorne, 1995) were used to analyze interview and other qualitative data. In addition, I conducted descriptive analysis upon the questionnaires to triangulate the research findings. Research findings show that a number of intrinsic and extrinsic factors motivated IETs to take up or return to the teaching profession in Canada. All of the IETs in the study considered their studies in the teacher education programs useful, but a number of them expressed the wish that the programs should include more practical aspects. Some IETs experienced difficulties during their practicum due to their language and accents, heavy workload, classroom management issues, as well as balance between work and life. A few IETs also experienced conflicts and tension with their mentor teachers. Due to the challenging teaching job market in Ontario, and the disadvantaged situation for IETs, finding a teaching position was not easy for IETs. The main challenge was to obtain eligibility for teaching positions with school boards. IETs were frustrated with their employment, underemployment and unemployment. Research data from the IET Stress Scale showed that the top five stress factors for IETs in transition included finding a teaching position, teacher identity construction, balance between work and family, being observed and assessed, and heavy workload. Similar themes emerged from the interview data. IETs utilized various strategies to cope with their difficulties and stress. Most of the IETs expressed their desire to stay in the teaching profession in Canada. However, two IETs were reluctant to look for teaching positions due to their frustrating experiences with their mentor teachers. Two other IETs stayed in nonteaching or looked for jobs in other professions due to their difficult job seeking experiences.

The purpose of the present study was to examine the state of special education programs in selected Jewish Ultra Orthodox (Haredi) community schools in the Greater Toronto Area (GTA), and the attitudes and perceptions about special education of the Melamdim (rabbis/teachers) teaching in those schools. A Special Education course, modeled on OISE’s additional qualification program available to in-service teachers in the public sector, was administrated to 28 Melamdim. Throughout the 12 weeks, course data was collected through observations and dialogues with course participants. The impact of the special education course on classroom practices by those who engaged in the course was also assessed. In addition, a collection of pre-course and post-course data from participants (Melamdim) on attitudes and perceptions in regards to special education through a self-administrated questionnaire, took place. Four additional questionnaires were administered, examining demographic characteristics, general attitudes and behaviors, and well-being. Finally, a pre-selected group of 8 Melalmdim was interviewed as representatives of their home school and the denomination of Judaism they belong to. The results showed significant changes in attitudes of Melamdim toward the inclusion of students with Learning Disabilities (LD in regular classrooms. In addition, the positive change in attitudes could be attributed to the special education course in which participants engaged. During in-class observations changes to the Melamdim’s own practice was recorded.

This thesis is a critical practitioner research study of an innovative teacher education initiative: the Diverse Schools (DS) Initiative. The DS Initiative fuses two pedagogical approaches - culturally relevant pedagogy and culturally responsive teaching - into an approach they call Culturally Responsive and Relevant Pedagogy (CRRP). The DS Initiative uses CRRP as a theoretical framework for equity-based work in a university-school based partnership. This research considers the impact of the DS Initiative on teacher candidates’ and associate teachers’ practicum experiences. The twenty research participants (teacher candidates, associate teachers and administrators) interviewed reveal a spectrum of understanding of the DS Initiative, CRRP, and their overall implications for teacher education programs that extend beyond the DS Initiative. The research found that participants’ identities and practicum contexts greatly shaped their understandings and uses of CRRP. Many participants were unaware that the purpose of the DS Initiative was to create a shared theoretical understanding of CRRP among associate teachers and teacher candidates. However, most participants recognized the merits of an equity-focused university-school partnership for practicum, but believed it could be more effective if they were involved in developing the content of the DS Initiative. The participants’ narratives suggest that there is great value in creating a space to build on existing teacher candidate/associate teacher identities in equity-based initiatives. Participants emphasize the importance of delivering a university-school partnership program that is fluid and open to changing content, direction and goals to reflect the diversity of the participants. This study demonstrates the value and effectiveness of engaging participants in critical inquiry reflection to provide insight into content, goals, and clarity on teacher education initiatives. This research will be of interest to university faculty, administrators, and school staff wishing to examine practicum concerns in Initial Teacher Education (ITE) programs and seeking to address them using a collaborative university-school partnership model. Finally, this study contributes to the greater scholarly practitioner research conversations about equity and critical pedagogy, teacher identity, and the challenges stakeholders in teacher education need to note, reflect upon, and respond to in order to address the needs of our increasingly diverse students.