Centre for Research for Teacher Education and Development (CRTED)
The Centre for Research for Teacher Education and Development (CRTED) was established in 1991 as a faculty wide centre for research for teacher education and development. The Centre draws together diverse people, including graduate students from across campus, faculty, research assistants, principals, social workers, medical personnel, and teachers.
Check out our Events page for information on past and upcoming events.
We have lost a dear friend and colleague who was an important member of our Centre community. Dr. Mary Young passed away on July 20, 2015. We know you will share our sadness.
The Centre is pleased that Dr. XiaoDong Wen of the School of Education Technology, Beijing Normal University is a visiting professor during this 2015–16 academic year.
The Centre is excited to welcome Dr. Lynne Driedger-Enns as the 2015 Horowitz Teacher Education Scholar. Lynne took up this position in July, 2015.
The Centre for Research for Teacher Education and Development, Faculty of Education, University of Alberta, is pleased to announce that the 2015 Joy Ruth Mickelson Doctoral Student Scholarship will be awarded this Fall.
For more information on the award, visit the Joy Ruth Mickelson Doctoral Student Scholarship page.
The University of Alberta has revised its online platform for donations and giving. If you would like to make a donation to the Joy Ruth Mickelson Doctoral Student Scholarship or The Myer Horowitz Endowment, please visit this page and follow the instructions.
The Centre for Research for Teacher Education and Development, through the Horowitz Endowment Fund, Faculty of Education, University of Alberta, is pleased to announce the 2015 Outstanding Teacher Education Doctoral Disseration Award
For more information on the award, visit the application information page.
Mahatma Gandhi 2016 Summer Institute: Building Peaceful Communities
July 4 to 14, 2016
The Departments of Secondary Education and Elementary Education at the University of Alberta and the Mahatma Gandhi Canadian Foundation for World Peace are pleased to sponsor the Mahatma Gandhi 2016 Summer Institute: Building Peaceful Communities. This institute is coordinated by the Centre for Research for Teacher Education and Development, University of Alberta.
For more information, please see our brochure.
More About the Centre
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.