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.
On August 1st, Dr. Emma Quiles Fernandez, from the University of Barcelona, will take up the 2016 Horowitz Teacher Education Research Scholar position. In fall 2016, Emma will begin a fall and winter term seminar series on care and caring. Please watch the Events link for upcoming details.
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.
Mahatma Gandhi 2016 Summer Institute: Building Peaceful Communities
July 4 to 14, 2016
The Opening Reception will be held from 11:00 am - 12:30 pm on Monday, July 4th, 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.