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  • 1.
    Glaés-Coutts, Lena
    University of Toronto, Canada.
    Creating Spaces for Professional Learning in Our Schools: Report submitted to LEAP (a branch of the Ontario Principals Association) as part of the Ontario/New South Wales Principals’ Exchange, May 20132013Report (Other (popular science, discussion, etc.))
  • 2.
    Glaés-Coutts, Lena
    University of Toronto, Canada.
    Teacher to learner and back again: a narrative inquiry into teacher voice in professional learning2018Doctoral thesis, monograph (Other academic)
    Abstract [en]

    My research investigates how four experienced Ontario elementary teachers use their personal and professional knowledge to define what they consider to be personal, purposeful and relevant professional learning, or authentic professional learning (Mockler, 2013; Webster-Wright, 2009). Authentic learning is here understood to represent what the teachers themselves described as their lived experiences of ongoing professional learning, and what they identified as relevant and purposeful for their continued professional, as well as personal learning. I used a narrative approach, which takes a situated, holistic perspective in examining teachers’ lived experience and motivation for engaging in professional learning (Webster-Wright, 2009). The primary rationale for using narrative inquiry is to construct narratives of how experienced teachers describe authentic learning in the test-driven environment that dominates the Ontario educational climate today. It is important to cultivate a trust in what the teachers express. In honouring their voices, we may develop a deeper understanding of their perspective, as teachers’ professional learning is an important element of how teachers merge new knowledge with their professional practice for the purpose of improving student learning. I found that these experienced teachers seek out learning opportunities that honour their professional knowledge, integrity, and identity. While looking for a sense of autonomy in their learning they also expressed a desire to work with other experienced teachers in order to collaborate, communicate and construct new learning. As experienced teachers are a rich resource, capable of building up the educational profession in Ontario, it is vital for the educational system to capitalize on the professional capital, wisdom, and knowledge of experienced teachers. This method of understanding professional learning through the lens of experienced teachers proffers an alternative approach to gaining a deeper understanding that constitutes authentic professional learning for them.

  • 3.
    Glaés-Coutts, Lena
    University of Toronto, Canada.
    What You Pay Attention to, You Reinforce.2011In: Canadian Special Interest Group in Literacy Newsletter, p. 11-13Article in journal (Other (popular science, discussion, etc.))
  • 4.
    Glaés-Coutts, Lena
    et al.
    University of Toronto, Canada.
    Aalbers, Wilma
    Chen, Yin
    Kooy, Mary
    Transforming Pedagogical Knowledge and Praxis from theGround Up: Sustained Teacher Learning in a Multi-modal,Social Context2014Conference paper (Other academic)
  • 5.
    Glaés-Coutts, Lena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Stagg Peterson, Shelley
    University of Toronto, Canada.
    Collaborative action research in Northern Canadian rural and Indigenous schools2017Conference paper (Other academic)
  • 6.
    Nilsson, Henrik
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Glaés-Coutts, Lena
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Who owns the knowledge? Implementing research- based policy in a time of accountability2018Conference paper (Other academic)
  • 7.
    Stagg Peterson, Shelley
    et al.
    University of Toronto, Canada.
    McIntyre, Laureen J
    University of Saskatchewan, Canada.
    Glaés-Coutts, Lena
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Collaborative action research in Northern Canadian rural and Indigenous schools: learning about young children’s oral language in play contexts2018In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 26, no 5, p. 787-802Article in journal (Refereed)
    Abstract [en]

    This article reports on collaborative action research in twelve northern rural and Indigenous communities in four Canadian provinces. Pre-kindergarten, kindergarten, grade one, and Aboriginal Head Start teachers worked with university researchers in three universities to create action research projects with the aim of supporting children’s oral language and writing through play in their classrooms. Inductive analysis of focus group data shows that teachers gained understandings about play as a context both for supporting and for authentic assessment of young children’s oral language. The building of trusting relationships, built through ongoing collaboration with colleagues within their schools and across four provinces, in addition to collaboration with university researchers over a number of years, was viewed as particularly influential to teachers’ professional learning. Additionally, teachers talked about the value of opportunities to contribute to the development of teaching and assessment tools. Participating teachers came to see themselves as making valuable contributions to professional knowledge beyond their northern communities. The 4R’s for conducting research in Indigenous contexts (reciprocity, respect, relevance, and responsibility) provide a framework for deriving implications from this collaborative research. It is important that the results of collaborative action research conducted in rural and Indigenous schools be widely disseminated to provide alternative perspectives to curriculum, research and practice that tend to be urban-oriented.

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