Every year, CATE/ACFE recognizes graduate students and distinguished field leaders in Canadian teacher education. Information on eligibility and application procedures are available below information on this year’s recipients. Please scroll down to the bottom of the page for information on previous years’ award recipients.
Call for nominations for the Recognition Awards for Theses and Dissertations on Teacher Education Canadian Association for Teacher Education (CATE) 2018
Appel de candidatures pour les Prix de reconnaissance de mémoires et de thèses sur la formation des enseignants de l’Association canadienne pour la formation des enseignants (ACFE) 2018
CATE AWARD FOR CONTRIBUTIONS TO RESEARCH IN TEACHER EDUCATION
This award has been created to recognise significant contributions to research in teacher education in Canada. Criteria for the award include evidence of excellence in research in teacher education through publications, presentations or other contributions, as well as overall influence on the field of teacher education research in Canada and internationally. Click here for more details.
CATE/ACFE THESIS AND DISSERTATION AWARDS OF RECOGNITION
The Canadian Association for Teacher Education (CATE) sponsors these awards that recognize theses and dissertations in the field of teacher education. The award is open to students who have defended at a Canadian University in the calendar year preceding the application deadline. Click here for more details.
2017 CATE LIFETIME ACHIEVEMENT AWARD FOR CONTRIBUTIONS TO TEACHER EDUCATION
The CATE Executive Committee would like to congratulate Dr. F. Michael Connelly, 2017 recipient.
Michael Connelly is Professor Emeritus at the Ontario Institute for Studies in Education of University of Toronto (OISE/UT), long time Editor of Curriculum Inquiry, former Chair of Curriculum, and founding Director of the OISE/UT Center for Teacher Development. He studied with Joseph Schwab at the University of Chicago. He has written on science education, curriculum studies, teacher education, multiculturalism and narrative inquiry. He is the Project Co-Director of the SSHRC Partnership Grant Project, entitled “Reciprocal Learning in Teacher Education and School Education”, a 7-year partnership among Canadian and Chinese universities and schools.
He was Director of the Canada Project, Second International Science Study, and Director of the Hong Kong Institute of Education/OISE/UT doctoral program. He has made teaching a priority, with many former students winning dissertation, and research and teaching awards. He has worked with schools, school boards, and teacher organizations; and wrote policy papers for the Science Teachers Association of Ontario, the Ontario Teachers Federation, the Ontario Ministry of Education, the Government of Egypt, the Government of Australia, UNICEF and the World Bank.
He has held numerous research grants and with 283 noteworthy publications, Dr. Connelly is a world-renowned professor in the fields of curriculum, teaching, and teacher education. His research work takes place in practitioner school-based settings. His major works include: The Functions of Curriculum Development (1972), Teachers as Curriculum Planners: Narratives of Experience (Widely used, with several translations, 1988), Stories of Experience and Narrative Inquiry (First narrative inquiry publication, 1990), The Sage Handbook of Curriculum and Instruction (2008), and Narrative Inquiry for School-based Research (Practice focused, AERA best paper award, 2010).
He received AERA’s Division B Lifetime Achievement Award, the Canadian Society for the Study of Education’s Outstanding Canadian Curriculum Scholar Award, the Canadian Education Association Whitworth award, the Ontario Confederation of University Faculty Association’s award for excellence in teaching, and other scholarly awards, and most recently, Outstanding Publication Award by Narrative Research Special Interest Group (SIG) of the American Educational Research Association (AERA).
He has worked internationally in human resource development, curriculum, teacher education, and community schools in Jordan, Egypt, Hong Kong, West Indies, and China. He drafted the terms of reference for the recently established Egyptian Professional Academy of Teachers and is currently a UNICEF consultant to The League of Arab States working on plans for pan-Arab curriculum and teacher education. His long-term, ongoing, urban education research program in Bay Street Community School is supported by the Social Sciences and Humanities Research Council of Canada. He is keen on fostering cross-cultural educational understanding.
Previous award winners for contributions to research in teacher education:
2016 – Deborah Britzman
2015 – Jean Clandinin
2014 – Peter Grimmett
2013 – not awarded
2012 – Tom Russell – inaugural winner
Please click on the link above to consult the donated books for this year’s CATE Awards Ceremony.
2017 CATE THESIS AND DISSERTATION AWARDS OF RECOGNITION
Masters AwardsMichael BondClegg
The Potential Influence of YouTube as a Means of Disseminating the Findings of Research to Millennial-Aged Teachers
Michael BondClegg is an international educator who has had the opportunity to work in Canada, Switzerland, Kuwait and Vietnam. His work as a coordinator for the International Baccalaureate Middle Years Programme has spurned his interest in supporting young teachers to develop their practice in ways that most effectively supports students in an inquiry-based learning environment. Michael conducted a mixed-method intervention study comparing delivery formats of empirical research, journal article and YouTube summary. A majority of teachers indicate that they value educational research as a way to inform effective teaching practice, but do not access this research. Those teachers offered the research content via YouTube video were more enthused than those who were presented with the article–only one participant read the entire article.
Doctoral AwardsDr. Lilach Marom
From experienced teachers to newcomers to the profession: the capital conversion of internationally educated teachers in Canada
Lilach Marom is a graduate of the department of Education Studies at the University of British Columbia. Her dissertation titled, “From Experienced Teachers to Newcomers to the Profession: The Capital Conversion of Internationally Educated Teachers in Canada.” She is currently a sessional instructor at the University of British Columbia and Simon Fraser University. Lilach’s research is focused on questions of diversity and social justice in teacher education and has been published in the Canadian Journal of Higher Education (2016), The International Journal of Interdisciplinary Civic and Political Studies (2015), Diversifying the Teaching Force in Transnational Contexts (2016), Review of Education, Pedagogy, and Cultural Studies (2017), as well as in the Canadian Journal in Education (forthcoming), and At the Intersection of Selves and Subject: Exploring the Curricular Landscape of Identity (forthcoming).
Does initial teacher education affect teacher candidate beliefs about equity and diversity?: Development and use of the Teacher Candidate Beliefs about Equity and Diversity measure
Amanda K. Ferguson is an RECE and OCT – a teacher-researcher, and now a PhD! Using mixed methods, the purpose of her dissertation was to develop, test, and administer a measure designed to determine whether teacher candidate beliefs about equity, diversity, and social justice changed from entry to exit of a teacher preparation program. For more, check out her website: amandakferguson.wordpress.com.
(Un) becoming teacher of Aboriginal education: Early career teachers, teacher identity, and aboriginal education across institutions
Brooke Madden currently works as a Postdoctoral Fellow in the Department of Educational Policy Studies, Faculty of Education, University of Alberta. Brooke’s research focuses on the relationship between teacher identity and teacher education on the topics of Indigenous education and truth and reconciliation education. Brooke has also published on whiteness, decolonizing processes, and teacher identity; school-based Indigenous education reform; and Indigenous and decolonizing research methodologies.
La blancheur critique et le rapport à la diversité ethnoculturelle d’enseignants en formation: analyse de contenu d’écrits d’étudiants
D’origine haïtienne, je suis arrivée au Canada à l’adolescence, ce qui m’a sensibilisée au vécu des jeunes immigrants, à leur intégration et à la prise en compte de leur bagage culturel. J’ai donc entrepris un baccalauréat en adaptation scolaire et sociale, puis une maîtrise en éducation s’intéressant aux adolescents apprenant le français, la langue d’enseignement de leur nouvelle terre d’accueil, le Québec. Tout en continuant à enseigner, j’ai entrepris un doctorat en éducation qui portait sur la problématique du rapport à la diversité ethnoculturelle des enseignants en formation. C’est ainsi que mes expériences dans les trois ordres d’enseignement (primaire, secondaire et universitaire) ont croisé ma recherche doctorale sur la formation des enseignants afin que ceux-ci soient sensibilisés aux enjeux migratoires, aux questions identitaires, aux préjugés et à la discrimination, au racisme, aux rapports de pouvoir et de privilège et aux relations intergroupes.
Teachers’ responses to educational research: A hermeneutic inquiry
Sardar M. Anwaruddin is a SSHRC postdoctoral fellow in the Faculty of Education of St. Francis Xavier University in Nova Scotia, Canada. He received his PhD degree in curriculum studies and teacher development from the Ontario Institute for Studies in Education (OISE) of the University of Toronto. His articles have appeared in internationally recognized journals including, Educational Philosophy and Theory, Professional Development in Education, Discourse, Reflective Practice, Teaching in Higher Education, Educational Studies, International Journal of Research and Method in Education, and Curriculum Inquiry.
Teachers’ Images and Narratives of Good Teachers: An Interpretive Inquiry
Over the past 20 years, Kim Grant has had the opportunity to teach in a variety of secondary and post-secondary settings across Western Canada. She recently completed a doctoral degree in curriculum and learning at the University of Calgary where she undertook an SSHRC-funded research project exploring what being a good teacher means to practicing K-12 teachers. Kim is actively involved in a wide range of educational activities including teacher education, the scholarship of teaching and learning (SoTL), and educational development.