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An Intellectual Journey of a Teacher - Researcher

Dr. Stephanie Chitpin. An Intellectual Journey of a Teacher - Researcher. School Administrator and Teacher. Prior to joining the Faculty of Education Vice-Principal with the Toronto District School Board. Resource Teacher with Peel District School Board.

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An Intellectual Journey of a Teacher - Researcher

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  1. Dr. Stephanie Chitpin An Intellectual Journey of a Teacher - Researcher

  2. School Administrator and Teacher • Prior to joining the Faculty of Education • Vice-Principal with the Toronto District School Board. • Resource Teacher with Peel District School Board. • Teacher of Core French, French Immersion, English Social Sciences and Math from Kindergarten to Grade 12

  3. Doctoral Student • The Great Philosopher: Karl Popper • Popper’s approach for teachers’ growth of knowledge • Popper’s schema for questioning teachers’ own knowledge and skills • sustained process of inquiry, reflection and communication, teachers can become avid learners of their own expertise

  4. Teacher -Researcher • Faculty of Education since 2004 • Taught the following courses -Curriculum Design and Evaluation both face-to face and online -leadership, research methodology, issues in teaching and program organization courses to adult learners.

  5. Objective Knowledge Growth Framework (OKGF) • An active and innovative research program funded by • Social Sciences Humanities Research Council of Canada (SSHRC) • Ministry of Education in Ontario • University of Ottawa focusing on the Objective Knowledge Growth Framework (OKGF) which was originally developed and used in my thesis.

  6. Research Funding • External Research Funding • 2004 to 2010 Total = $464,334 • Internal Research Funding • 2004 to 2010 Total = $13,360

  7. Publications • Chapters in books ………………………………2 • Papers in refereed journals ..………………..10 • Communication in refereed conference proceedings and presentations ..…………..27

  8. Conferences • 2010 • The International Professional Development Conference, Birmingham, UK, November. • Association pour le Developpement des Methodologies d’Evaluation en Education, Quebec, QC, Nov. • The Canadian Society for the Study in Education, Montreal, QC, May. • 12th Annual International Conference on Education, Athens, Greece, May • Research Fair, the Faculty of Education, University of Ottawa, ON, March.  • 2009 • International Conference of Education, Research and Innovation, Madrid, Spain, November. • The Canadian Society for the Study in Education, Ottawa, ON, May.  • The American Educational Research Association, San Diego, CA, April • 2008 • Paris International Conference on Education, Economy & Society, Paris, France, July. • The Canadian Society for the Study in Education, Vancouver, BC, May.  • 2007 • The Society, Culture & Literacies Group of the Faculty of Education, University of Ottawa, ON, March.  • The American Educational Research Association, Chicago, Ill, April. • The Canadian Society for the Study in Education, Saskatoon, SK, May. Continue…

  9. Conferences (continued) • 2006 • The Canadian Society for the Study in Education, Toronto, ON, May. • The American Educational Research Association, San Francisco, CA, April. • 2005 • The Canadian Society for the Study in Education, London, May. •  2004 • The Canadian Society for the Study in Education, Manitoba, May. • 2002 • The Hong Kong Educational Research Association Conference, Hong Kong, June • OISE/UT Conference, Toronto, March. • 2001 • Canadian Society for the Study in Education, Quebec, May

  10. Using Popper’s Critical Approach in a Curriculum Design and Evaluation Course • Presentation

  11. Conclusion

  12. Courses Taught Graduate Courses • EDU 5461 - Managing Change in Educational Organizations – 2008, 2010 • EDU 5230 - Educational Leadership in Educational Organizations – 2007, 2009 • EDU 5265 - Contemporary Issues in Curriculum and program Organization – 2006 • EDU 5190 - Introduction to Research in Education – 2006 • EDU 6259 - Research and Contemporary Issues in Teaching and Learning – 2005, 2009 • 1999Y - Childhood Education, University of Toronto - 2000-2003 Undergraduate Courses • PED 3103 - Curriculum Design and Evaluation (on-line) – 2004 to 2010 • PED 2142/3142 - Reflection in Practice – 2006 to 2008 • PED 3105 - Reflective Practice Seminar – 2004 to 2005 • ED 371 - Teaching Elementary Language Arts - 2004 • ED 306 - Human Development - 2003-2004 • ED 408 - Teaching Reading – 2003

  13. Schematic representation of Popper’s framework

  14. A1 – Identification of Problem Definition of Problem (P1): • the problem(s) you face in your school or organization • What are difficult problems? • What makes them problematic?

  15. TT1 – Tentative Theory Definition of ‘TT1’: • a statement that helps you solve the identified problem. • synonyms for policies, standards, guidelines, steps, criteria.

  16. EE1 – Error Elimination • Definition of ‘EE1’: • the detection of weaknesses and limitations when applying the theory to solve the problem; • one or more of the criteria are not met.

  17. Pn New Problem or Revised Problem

  18. External Research Funding EXTERNAL RESEARCH FUNDING SUBMITTED

  19. Internal Research Funding

  20. Publications:Chapters in Peer-Refereed Books • 2009 • A principal’s view on the use of the Objective Knowledge Growth Framework (OKGF) as a reflection tool web link - pdfIn. M. P. Caltone, Handbook of Lifelong Learning Developments, New York, NY, Nova Science Publishers, Inc. Ch. 12, pp.1-15. • 2003 • “From Uncertainty to Knowledge Growth through Individual Reflection,” in Australian College of Educators, Teachers as Leaders in a Knowledge Society (The College Year Book, 2003), pp. 33‑44.

  21. Publications:Papers in Refereed Journals • 2010 • A Critical Approach for Building Teacher Knowledge – link • Can mentoring and reflection cause change in teaching practice? A professional development journey of a Canadian teacher educator  - link • Should Popper’s view of rationality be used for promoting teacher knowledge? • Pre-service Teachers’ Thinking about Student Assessment Issue - link • 2009 • Even if no one looked at it, it was important for my own development: Pre-service teacher perceptions of professional portfolios - link • 2008 • Pre-service teachers’ use of the Objective Knowledge Growth Framework for reflection during practicum - link •  2006 • Exploring the Popperian Framework in a Pre-Service Teacher Education Program. - link • The use of reflective journal in initial Teacher Training: A Popperian analysis •  2005 • The role of professional portfolios for teachers • Authentic assessment of student work: The use of portfolios.

  22. Publications:Refereed Conference Proceedings • 2010 • A Canadian pre-tenure teacher educator’s professional development journey: Her struggles in teaching at the University level.The International Professional Development Conference, Birmingham, UK, November. • Using Popper’s critical approach in a Curriculum Design and Evaluation course. 12th Annual International Conference on Education, Athens, Greece, May • Application of an introspective approach for investigating pre-service teachers’ thinking about student assessment issues.12th Annual International Conference on Education, Athens, Greece, May. • 2009 • Using the Objective Knowledge Growth Framework to collect research data on pre-service teachers’ problem solving processes. International Conference of Education, Research and Innovation, Madrid, Spain, November. • A principal’s understanding and experience of reflective practice. International Conference of Education, Research and Innovation. Madrid, Spain, November. • 2008 • A critical analysis of the evidence of the objective knowledge growth framework in teacher portfolios. Paris International Conference on Education, Economy & Society, Paris, France, July. • The use of the objective knowledge growth framework for developing pre-service teachers' professional skills. Paris International Conference on Education, Economy & Society, Paris, France, July. Presentations

  23. Publications:Refereed Conference Presentations • 2010 • The Objective Knowledge Growth Framework in [and] Principal’s Decision Making. International Professional Development Association Conference, Birmingham, UK, November. • Utilisation d'une approche poppérienne afin de faire évoluer les représentations des étudiants-maîtres en matière d'évaluation des apprentissages. Association pour le Developpement des Methodologies d’Evaluation en Education,Quebec, QC, Nov. • Developing Pre-service Teachers’ Critical Thinking: A Popperian approach. The Canadian Society for the Study in Education, Montreal, QC, May. • Redesign of an Online Course Through a Peer-to-Peer Mentoring Process.TheCanadian Society for the Study in Education, Montreal, QC, May. • Organizer and Chair of Teacher Education and Critical Pedagogy.12th Annual International Conference on Education, Athens, Greece, May • Applying Popper’s Critical approach to Teacher Education. Research Fair, the Faculty of Education, University of Ottawa, ON, March.  • 2009 • Objective Knowledge Growth Framework: A self-report data collection method on decision-making processes.The Canadian Society for the Study in Education, Ottawa, ON, May.  • Objective Knowledge Growth: A framework for pre-service teachers. The American Educational Research Association, San Diego, CA, April • 2008 • Using the Objective Knowledge Growth Framework as a reflection model for teacher professional portfolios. The Canadian Society for the Study in Education, Vancouver, BC, May.  Continue

  24. Publications: Refereed Conference Presentations (continued) • 2007 • Pre-service teachers reflective practices on behaviour management. The Society, Culture & Literacies Group of the Faculty of Education, University of Ottawa, ON, March.  • The teacher education reflective seminar and the professional portfolio.The American Educational Research Association, Chicago, Ill, April. • Pre-service teachers reflective practices on behaviour management. The Canadian Society for the Study in Education, Saskatoon, SK, May. • Self-directed professional inquiry and the principalship: The objective knowledge growth.The Canadian Society for the Study in Education, Saskatoon, SK, May. 2006 • Professional portfolio and pre-service teachers: A reflective practice. The Canadian Society for the Study in Education, Toronto, ON, May. • Reflective Practice with Pre-service Teachers. The American Educational Research Association, San Francisco, CA, April. • 2005 • A Popperian analysis for guiding reflective practice in pre- service teachers. The Canadian Society for the Study in Education, London, May. •  2004 • Exploring the Popperian Knowledge Building with Pre-Service. The Canadian Society for the Study in Education, Manitoba, May. • 2002 • The use of professional portfolios for teachers’ professional growth and development. The Hong Kong Educational Research Association Conference, Hong Kong, June • Professional journeys: Reflecting on the role of portfolios in preservice teacher education.OISE/UT Conference, Toronto, March. • 2001 • Student portfolios: Changing the way we assess students in the twenty-first century. Canadian Society for the Study in Education, Quebec, May

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