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. The Centre draws together diverse people, including graduate students from across campus, faculty, research assistants, principals, social workers, medical personnel, and teachers.
Introducing Picture Books for Peace: Twelve of Our Favourite Picture Books. Over the course of the winter semester Muna Saleh will be introducing you to 12 picture books that could serve as great tools for discussing building peaceful communities with both teachers and children in classrooms. Click here to check them out.
The CRTED is pleased to announce Sonia Houle as the recipient of the 2013 Outstanding Doctoral Dissertation Award. Sonia will present a seminar on her doctoral research in the winter session. Details, once available, will be posted to our Events page on this site.
Looking to be a part of our community? The posting for the 2014-2015 Horowitz Teacher Education Research Scholar Postdoctoral Fellow is on our job postings page. Click here for details. Deadline for applications is March 1, 2014.
Details on the Mahatma Gandhi 2014 Summer Institute: Building Peaceful Communities are now available. Please click here to see what's on offer this year!
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.