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Mental health literacy curriculum in teacher preparation programs: Helping teacher candidates meet the mental health needs of studentsAuthor(s): Roger, S., Hibbert, K., Leschied, A., Pickel, L., Stepien, M., Atkins, M., Koenig, A., Woods, M., Vandermeer, M. (2014)
This summary was developed by Western’s Centre for School Mental Health. This and other research summaries can be found at www.edu.uwo.ca/csmh

The concerns of education stakeholders about teachers’ mental health literacy mirror the lack of opportunities provided in their training. There is a need for a formal mental health literacy curriculum in teacher preparation programs.

This document has been viewed 280 times.
Pre-service Teachers Knowledge About Ontario’s Large-scale AssessmentsAuthor(s): Childs, R. & Lawson, A. (2003)
This study investigated pre-service teachers’ knowledge about Ontario’s large-scale assessments developed by the Education Quality and Accountability Office (EQAO).

This document has been viewed 1,054 times.
Pre-service Teachers’ Perceptions of School Environments Before and After School PlacementsAuthor(s): Cherubini, L. (2008)
In the course of their formal training, pre-service teacher candidates are exposed to the concept of schools as a professional community of inquiry – that is, the idea that schools are environments where professionals come together to collaboratively improve the process of teaching and learning. While some researchers have investigated the experiences of new teachers in the professional environment of schools, there is comparatively less research into the experience of pre-service teachers.

This document has been viewed 786 times.
Safe Schools Course Increases Knowledge and Self-Efficacy in Pre-Service TeachersAuthor(s): Crooks, C., Jaffe, P. and Rodriguez, A. (2016)
This study evaluated the impact of Safe Schools, a pre-service teacher course addressing factors that affect school climate. Pre-service teachers showed...

This document has been viewed 94 times.
Teaching Science as a Process of InquiryAuthor(s): Melville W., Bartley A. & Fazio, X. (2012)
This study investigated the attitudes and experiences of pre-service secondary school science teachers who are learning to teach science as a process of inquiry. The pre-service teachers were enrolled in a full-year science methodology course at an Ontario faculty of education, which aimed to challenge the belief that scientific investigation is only conducted using one universal step-by-step process.


This document has been viewed 1,062 times.
The Philosophical Orientations of Pre-service TeachersAuthor(s): Ryan, T.G. (2008)
This study focuses on the philosophical identities of pre-service teachers and was guided by the following research questions:
1) What is the philosophical orientation of a pre-service education student?
2) What are the theoretical preferences of pre-service students with regard to teaching and learning?

This document has been viewed 949 times.