About

About CRTED

The Faculty of Education at the University of Alberta has developed and maintained strong graduate studies and research programs that place it in the forefront of graduate programs and research at both the national and international level. CRTED plays an important role in the Faculty’s graduate studies and research by serving as a faculty wide centre for research for teacher education and development.

The Centre has several objectives including:

  • Conducting research for teacher education. 
  • Providing a place to explore narrative inquiry and other research methodologies. 
  • Discussing what it means to teach and be a teacher. 
  • Collaborating with teachers, student teachers and faculty in the design and evaluation of pre-service teacher education. 
  • Supporting research through ongoing weekly conversations into issues surrounding research and seminars for graduate students, faculty, and visiting professors to share and receive response to their research. 
  • Assisting in developing funding proposals. 
  • Sponsoring the Horowitz Institute. 
  • Providing a supportive community for graduate students and faculty whose research interests include teacher education and curriculum studies.

Guiding Assumptions of the Centre for Research for Teacher Education and Development

Ideas, beliefs, and theories about teaching and teacher development, their nature and methods, are numerous, diverse, and often conflicting. The Centre intends to reflect this diversity by adopting a comparative, critical approach to research and development. This approach is embodied in the following beliefs about teaching and teachers:

  • "Teacher" and "teaching" refer to social and educational relations. There are many places where teachers work and teaching occurs. 
  • Much can be learned from a comparison of images of " teacher" and "teaching" in a range of social settings and cultures. 
  • Teachers are the single most important influence on the emotional, moral, aesthetic and intellectual qualities of education. Thus, school improvement is closely linked to teacher development. 
  • Teaching is a reflective activity that requires continuous adaptation, invention, problem defining, and problem solving. 
  • Teachers come to an understanding of students’ education when they have opportunities to think of themselves as reflective learners. 
  • Professional growth is a career-long process and many factors influence teacher career development. 
  • Wider social, organizational, and political contexts influence, and, in turn, are influenced by, the personal experiences of teachers.

About CRTED

The Faculty of Education at the University of Alberta has developed and maintained strong graduate studies and research programs that place it in the forefront of graduate programs and research at both the national and international level. CRTED plays an important role in the Faculty’s graduate studies and research by serving as a faculty wide centre for research for teacher education and development.

The Centre has several objectives including:

  • Conducting research for teacher education.
  • Providing a place to explore narrative inquiry and other research methodologies.
  • Discussing what it means to teach and be a teacher.
  • Collaborating with teachers, student teachers and faculty in the design and evaluation of pre-service teacher education.
  • Supporting research through ongoing weekly conversations into issues surrounding research and seminars for graduate students, faculty, and visiting professors to share and receive response to their research.
  • Assisting in developing funding proposals.
  • Sponsoring the Horowitz Institute.
  • Providing a supportive community for graduate students and faculty whose research interests include teacher education and curriculum studies.

Guiding Assumptions of the Centre for Research for Teacher Education and Development

Ideas, beliefs, and theories about teaching and teacher development, their nature and methods, are numerous, diverse, and often conflicting. The Centre intends to reflect this diversity by adopting a comparative, critical approach to research and development. This approach is embodied in the following beliefs about teaching and teachers:

  • "Teacher" and "teaching" refer to social and educational relations. There are many places where teachers work and teaching occurs.
  • Much can be learned from a comparison of images of " teacher" and "teaching" in a range of social settings and cultures.
  • Teachers are the single most important influence on the emotional, moral, aesthetic and intellectual qualities of education. Thus, school improvement is closely linked to teacher development.
  • Teaching is a reflective activity that requires continuous adaptation, invention, problem defining, and problem solving.
  • Teachers come to an understanding of students’ education when they have opportunities to think of themselves as reflective learners.
  • Professional growth is a career-long process and many factors influence teacher career development.
  • Wider social, organizational, and political contexts influence, and, in turn, are influenced by, the personal experiences of teachers.

 

 

The CRTED Community

Director

Bonnie Watt

633 Education South

780-492-7770

bwatt@ualberta.ca

Founding Director

Jean Clandinin

635 Education South

780-492-7770

jean.clandinin@ualberta.ca

Administrative Support

Mary Peace Effray

647 Education South

780-492-7770

mp2@ualberta.ca

Project Associates

 

Affiliated Faculty Members

Vera Caine, Nursing

Florence Glanfield, Secondary Education

Janice Huber, Elementary Education

Randy Wimmer, Educational Policy Studies

2018/2020 Horowitz Teacher Education Postdoctoral Fellow

Ji Hye Yoon, PhD

jihye@ualberta.ca

Adjunct Professors

Claire Desrochers

Ted Paszek

Heather Raymond

Senior Advisors

Myer Horowitz (President Emeritus, University of Alberta)

Graduate Students

Yuanli Chen

645 Education South

yuanli1@ualberta.ca

 

Tarah Edgar

637 Education South

tarah@ualberta.ca

 

Joanne Farmer

645 Education South

jfarmer@ualberta.ca

 

Jinny Menon

637 Education South

sajani@ualberta.ca

 

Remonia Morrison

3rd Floor Education South

remonia@ualberta.ca

 

Hang Tran Thi Thuy

645 Education South

hangttt@hcmute.edu.vn

 

Visiting Scholars

Qingru Duan

 

CRTED Visitors

The Centre has had the pleasure of hosting many visitors from other educational institutions and organizations. Visitors to the Centre often present guest lectures or seminars and are available for one on one or small group conversations.

For your information, a list of previous visitors to the Centre is given below, along with the titles of the seminars they presented. Watch this site for notices about upcoming Centre visitors.

Current Visitors

  • Dr. Yuanlin Chen, Guangdong Ocean University, China

2019

  • Dr. Yuanlin Chen, Guangdong Ocean University, China
  • Qingru Duan, International Visitor, Research Award Recipient

2018

  • Dr. Yuanlin Chen, Guangdong Ocean University, China
  • Qingru Duan, International Visitor, Research Award Recipient

2017

  • Dr. Reva Joshee, University of Toronto/OISE
  • Dr. Sumer Seiki, University of San Francisco
  • Dr. Andrew Estefan, University of Calgary
  • Dr. Shaun Murphy, University of Saskatchewan
  • Viviane Bengezen, Doctoral Candidate, Federal University of Uberlandia, Brazil

2016

  • Dr. Bosire Mwebi, St. Francis Xavier University & Kenyan Delegation
  • Dr. Reva Joshee, University of Toronto/OISE
  • Dr. Myer Horowitz, University of Victoria
  • Dr. Sonia Houle, Parkland School Division
  • Dr. Yoshiya Tanaka, Tsuru University, Japan
  • Dr. Ji-Sook Yeom, Konkuk University, Kores
  • Dr. Ilich Silva-Pena, Universidad Católica Silva Henriquez, Chile
  • Dr. Xiaodong Wen, Beijing Normal University
  • Dr. Reva Joshee, University of Toronto/OISE
  • Dr. Stefinee Pinnegar, Brigham Young University
  • Dr. Sumer Seiki, University of San Francisco
  • Dr. Cindy Clarke, President, Prairie Spirit teachers' Association

2015

  • Dr. Bosire Mwebi, St. Francis Xavier University & Kenyan Delegation
  • Sachiko Asai, University of Tokyo
  • Masaaki Katsuno, University of Tokyo
  • Yuki Kuroda, Nihon University, Japan
  • Dr. Julius Jwan, Kenya Institute for Curriculum Development, Kenya
  • David Njengere Kabita, Kenya Institute for Curriculum Development, Kenya
  • Dr. Yuanli Chen, Guangdong Ocean University, China
  • Vanessa Crecci, University of Campinas, Brazil
  • Dr. Ilich Silva-Pena, Universidad Católica Silva Henriquez, Chile
  • Linda Bosman, University of Pretoria
  • Dr. Carien Lubbe-De Beer, South Africa
  • Dr. Reva Joshee, University of Toronto/OISE
  • Sherry Duncan, University of Regina Masters Candidate
  • Gloria Antifaiff, Red Deer College & University of Regina Doctoral Canadidate
  • Dr. Susan Burwash, Eastern Washington University
  • Dr. Sumer Seiki, University of San Francisco
  • Dr. Sonia Houle, Parkland School Division
  • Dr. Xiaodong Wen, Beijing Normal University

2014

  • Dr. Craig Deed, La Trobe University, Australia
  • Dr. Ken Zeichner, University of Washington
  • Dr. Yuanli Chen, Guangdong Ocean University, China
  • Vanessa Crecci, University of Campinas, Brazil
  • Dr. Brigitte Smit, University of South Africa
  • Dr. Sean Lessard, University of Regina
  • Dr. Ilich Silva-Pena, Universidad Católica Silva Henriquez, Chile
  • Dr. Janice Huber, University of Regina
  • Dr. Ji-Sook Yeom, Konkuk University
  • Dr. Bosire Mwebi, St. Francis Xavier University & Kenyan Delegation

2013

  • Dr. Bosire Mwebi (St. Francis Xavier)
  • Dr. Georgina Martin (University of British Columbia)
  • Dr. Sumer Seiki (San Jose State University)
  • Dr. Susan Burwash, Eastern Washington University
  • Dr. Aiden Downey, Emory University
  • Dr. Myer Horowitz, University of Victoria
  • Dr. Craig Deed, La Trobe University, Australia
  • Dr. Ken Zeichner, University of Washington
  • Dr. Yuanli Chen, Guangdong Ocean University, China
  • Vanessa Crecci, University of Campinas, Brazil
  • Dr. Brigitte Smit, University of South Africa
  • Dr. Sean Lessard, University of Regina
  • Dr. Ilich Silva-Pena, Universidad Católica Silva Henriquez, Chile
  • Dr. Myer Horowitz, University of Victoria
  • Dr. Lee Schaefer, University of Regina
  • Dr. Jan Gray, Edith cowan University
  • Dr. Stefinee Pinnegar, Brigham Young University

2012

  • C. Aiden Downey (Emory University, Atlanta)
  • Naomi Katsura (Tokyo University, Japan)
  • Yoshiya Tanaka (Tsuru University, Japan)
  • Hirotoshi Mori (Tsuru University, Japan)
  • Yoshinobu Shoy (Hokkaido University of Education, Japan)
  • Koshun Ueda (Mukogawa Women's University, Japan)
  • Rina Suzuki (Simon Fraser University, British Columbia)
  • Janice Huber (University of Regina)
  • M. Shaun Murphy (University of Saskatchewan)
  • Jan Gray (Edith Cowan University, Australia)
  • Dilma de Mello (Federal University of Uberlandia, Brazil)
  • Reva Joshee, OISE/University of Toronto
  • Dr. Stefinee Pinnegar, Brigham Young University

2011

  • Margaret Baguley (University of Queensland, Australia)
  • Dilma de Mello (Federal University of Uberlandia, Brazil)
  • Reva Joshee, OISE/University of Toronto
  • Martin Kerby (Australian National University)
  • Bosire Mwebi (St. Francis Xavier)
  • Ji-Sook Yeom (Konkuk University, Korea)
  • Tony Ryan, University of Cork Medical School, Ireland
  • Myer Horowitz, University of Victoria
  • Aiden Downey, Emory University, Atlanta, USA

2010

  • Jan Gray (Edith Cowan University, Australia)
  • Yoshiya Tanaka (Tsuru University, Japan)
  • Martina Kelly, University of Cork Medical School, Ireland
  • William Schragge, Associated Medical Services
  • Reva Joshee, OISE/University of Toronto

 

2009

  • elke emerald (Griffith University, Australia)
  • Lisa Hunter (University of Queensland, Australia)
  • Debbie Pushor (University of Saskatchewan)
  • Yoshiya Tanaka (Tsuru University, Japan)
  • Ji-Sook Yeom (Konkuk University, Korea)
  • Andrew Estefan, University of Calgary
  • Tadashi Ryuzaki, Gifu Shotoku gakuen University, Japan
  • Yasuhiro Ujiie, Tohoku Bunka Gakuen University, Japan
  • Seiro Yamauchi, Otani University, Japan
  • Professor Hirotoshi Mori, Tsuru University, Tokyo
  • Mary Lynn Hamilton, University of Kansas
  • Jennifer Rowe, University of Sunshine Coast, Australia
  • Myer Horowitz, University of Victoria

2008

  • Naildir Alves do Amaral Dias (Federal University of Uberlandia, Brazil)
  • Janice Huber (St. Francis Xavier University, Nova Scotia)
  • Yucui Ju (East China Normal University, People's Republic of China)

2007

  • Brigitte Smit (University of Johannesburg, South Africa)

2006

  • Carmel Hinchion (University of Limerick, Ireland)
  • Ji-Sook Yeom (Konkuk University, South Korea)

2005

  • Clover Hamilton-Flowers (UWI)
  • Christine Roomes (UWI)
  • Eulalee Graham-Sangster (UWI)
  • Reva Joshee (OISE/University of Toronto)
  • Gladys de Sousa (Universidade Federal de Minas Gerais, Brazil)

2004

Jamaican Scholars from the University of the West Indies

  • Christine Roomes
  • June Blythe-Livingston
  • Margaret Bailey
  • Lorna Gow-Morrison
  • Maureen Byfield
  • Hixwell Douglas
  • Denver Holt
  • Michael Brown
  • Sandra Annakie

2003

  • Min-Ling Tsai (national Taipei Teachers College, Taiwan)

2001

  • Lynn Butler-Kisber (McGill University, Quebec)
    • Artful Portrayals in Qualitative Inquiry
  • Paula Gunn Allen (Distinguished Visitor, University of Alberta, Alberta)
    • Thinking about teacher education and issues for teachers of Aboriginal students in urban settings
    • Glyphic narrative:  The pedaggy of whole-brain information systems

2000

  • Ya-Mei Chen (National Taipei Teachers College, Taiwan)
    • Some thoughts and directions for my future research journey into narrative inquiry:  Fromkindergarten teachers' lives and their professional knowledge landscape to merging into the professional knowledge landscape of kindergarten student teachers and beginning teachers
    • My research journey from quantitative to qualitative approach:  From order-managing skills to kindergarten group discussion time and the professional development of student teachers 
  • Myer Horowtiz (University of Alberta/University of Victoria)
    • The Youth and Society Research Group, University of Victoria, British Columbia      
  • Lynn Butler-Kisber (McGill University
    • Alternative representation in qualitative research
  • Jean McNiff (Action Researcher in Great Britian and Ireland
    • The problematics of action research and the knowledge base of professional education in Northern Ireland and the Republic

1998

  • Reva Joshee (OISE/UT)
    • Stopping to listen:  Teacher understandings of multicultural policy and practice
  • Linda Lambert (California State University at Hayward)
    • The constructivist leader
  • Robert Stake (University of Illinois)
    • Teacher evaluation and case study methods

1997

  • Alisara Chuchat and Pimpan Dachakupt (Chulalongkorn University, Thailand) and Idrenne Lim-Alparague and Daniel Chowne (Praxis Research Seminars, Vancouver, British Columbia)
    • The teacher practitioner toward becoming a dynamic researcher
  • Jerry Craig (University of the West Indies)
    • ThArt and storytelling from an intercultural perspective
  • Tony Hepworth (Charles Sturt University, New South Wales
    • The first year field experience:  Lessons from an Australian university
  • Jean McNiff (Action Researcher in Great Britian and Ireland)
    • A conversation on action research
  • Celia Oyler (Teachers College)
    • Challenging the dichotomies of progressive education
  • W.P. Rautenbach (South African College for Teacher Education)
    • Current trends in South African education
  • Betty Wilson (University of the West Indies, Mamaica)
    • A conversation on comparative Caribbean literature, francophone African literature, 20th century French literature, and women's writing
  • Ming Fang He (OISE/UT)
  • Janette Gray (Edith Cowan University, Australia)
  • Yatta Kanu (Aga Khan University, Pakistan)

1996

  • Shirley Freed (Andrews University, Michigan)
    • An action research into changes in undergraduate students beliefs about gener issues in math education
  • Shoshana Kieny (University of Haifa, Israel)
    • Teachers' professional development as related to school change
  • Sue Middleton (University of Waikato, New Zealand)
    • Schools at war:  A life-history analysis of learning and teaching in New Zealand 1939 to 1949
    • Canes, beets and gangsta rap:  Discipling sexuality in school 1920 to 1995
    • Educating feminists:  Life histories and pedagogy

Centre Visitors Prior to 1996

  • Joyce Bainbridge (University of Alberta)
  • David Best (Birmingham Institute of Art and Design, United Kingdom)
  • Laurie Bowers (Rocky Mountain School Division)
  • Carl Braun (University of Calgary, Alberta))
  • Sylvia Chard (University of Alberta,)
  • M. Chorney (University of Calgary, Alberta)
  • Chris Clark (Michigan State University)
  • Nophanet Dhamborvorn (Suandusit Teachers College, Bangkok)
  • Gary Fenstermacher (University of Arizona)
  • Jim Henderson (Kent State University, Ohio)
  • Sandra Hollingsworth (Michigan State University)
  • Joe Kirman (University of Alberta)
  • Pat Klinck (St. Albert Separate School Board, Alberta)
  • Nona Lyons (Brown University, Rhode Island)
  • Nel Noddings (Stanford University, California)
  • Margaret Olson (Queens University, Ontario)
  • John Osborne (Univrsity of Alberta)
  • Virginia Richardson (Univrsity of Arizona)
  • Anna Richert (Mills College, California)
  • Brian Stelk (University of British Columbia)
  • David Williams (Brigham Young University, Utah)
  • Jean McNiff (University of Limerick, Ireland)
    • An Action Research Update:  Progress and other stories
  • Darlene Witte-Townsend (Johnson State College, Johnson, Vermont and Anne E. Hill (Edmonton Public Schools, Alberta)
    • The spiritual life of children in classrooms
  • Janice Huber (St. Francis Xavier University, Nova Scotia)

 

 

 

 

 

 

Here are the annual reports for the respective year:

2017-2018

2016-2017

2015-2016

2014-2015

2013-2014

2012-2013

2011-2012

2010-2011

2009-2010