The Building Thinking Classrooms (BTC) Initiative, a sub-group of a larger Critical Friends Model of teacher professional development (PD) in an urban Manitoba school division, was designed to improve teachers' sense of self-efficacy in mathematics instruction and to promote the adoption of optimal, research-based pedagogical practices. Cohorts of 29-30 primarily math teachers/coaches worked with Dr. Peter Liljedahl (as a critical friend) over a series of six PD sessions each year (one in-person and five virtual) to engage with his research-based classroom practices for enhancing student learning and enact them in their own classrooms. The case-study research described in this paper examined data over two years (2022-2023 and 2023-2024) to look at the impact of the BTC initiative on teaching practice(s), effective elements of the PD model in supporting and sustaining changes in practice, and perceptions of impacts on student engagement, achievement, and self-efficacy. Through the use of Clarke and Hollingsworth's modelled, emphasizing four additional influences on the domains of the teacher's world in the IMTPG, suggesting that contextual and personal influences are critical considerations in the planning of effective PD.
This study emphasizes the pivotal role of self-assessment in the professional development of nursing students, illustrating how educators can facilitate this process. The findings indicate that although clinical practice is essential for connecting theoretical knowledge and practical skills, the incorporation of reflective practice and structured guidance from professors and supervisors is equally important. The data comprises 30 in-depth interviews with students, professors, and supervisors. Analysis was conducted using Braun and Clarke's thematic analysis (2022). The study revealed that nursing students found self-assessment and reflection on their professional growth during clinical placements to be crucial for developing nursing skills. The results suggest that students who prepared for the mid-term assessment gained more from the assessment than their unprepared peers. Professors and supervisors often saw efficiency as a key nursing competency for students. This highlights a mismatch between supervisors' and professors' expectations and the time required for students to engage in meaningful learning processes. However, to support students in self-assessment, professors and supervisors facilitated learning by guiding them to recognize educational opportunities and activities within the clinical setting.
In recent decades, education has transformed due to new demands, requiring constant updates to teaching methods. Training in 21st-century competences is essential for preparing students for a changing future. Education 4.0, driven by Information and Communication Technologies (ICT), plays a key role in this process. However, some argue that a blend of traditional methods and technology enhances learning. This study examines the perceptions of families of students aged 3-18 on adapting teaching with ICT versus traditional methods to promote the development of 21st-century skills. It also explores how family relatives' education levels influence their views on the best methodologies for teaching these competences. Data from 720 family relatives were collected through an online questionnaire. The analysis showed that families see a clear connection between the competences studied. However, there were significant differences in their perceptions of teaching methods with and without ICT for developing certain skills. The study also found that family relatives' education levels affected their views. Overall, the research concludes that a balanced approach, integrating ICT with traditional teaching methods, is essential for enriching education and preparing students for the future.
Recruitment and retention of teachers remain persistent challenges for school divisions in northern Manitoba. This qualitative study examines the experiences of teachers new to working and living in northern Manitoba, with attention to recruitment, retention, preparedness, and sense of belonging. Findings highlight the central role of professional and social connections in shaping teachers' early experiences and influencing decisions to remain in the region. The study also advances a conceptual understanding of what it means for teachers to 'feel at home' in their profession, demonstrating that this experience has multiple, interconnected personal and professional dimensions. Recognizing these varied needs has important implications for recruitment, preparation, and retention strategies in northern and remote contexts.
