Moving from EDID Words to Policy Action: A Case Study of a Teacher Education Program’s Admissions Policy Reform

Auteurs-es

  • Sheryl MacMath University of the Fraser Valley
  • Barbara Salingré University of the Fraser Valley
  • Awneet Sivia University of the Fraser Valley

DOI :

https://doi.org/10.53967/cje-rce.5639

Mots-clés :

politiques et pratiques d’admission

Résumé

Quels que soient les engagements publics pris par les universités et les programmes de formation des enseignants en matière d’équité, de diversité, d’inclusion et de décolonisation (EDID), il est rare que ceux-ci se traduisent en impacts sur leurs politiques ou pratiques d’admission. En examinant les efforts déployés par un petit programme pour implanter les changements EDID sur une période de trois ans, cet article présente des réflexions critiques, des questionnements et des actions à entreprendre afin que les programmes de formation des enseignants puissent dépasser les discours sur l’importance de l’EDID en modifiant réellement leurs politiques et procédures dans une perspective de changement systémique. En utilisant les concepts d’« équité dans » et d’« équité par » les admissions, les variables d’admission (minientretiens multiples [MEM], programme de préparation, moyenne générale) ont été analysées quantitativement et utilisées dans l’amorce de ce projet de recherche-action participative. Les résultats montrent les avantages des MEM, ainsi que la nécessité pour les admissions aux programmes d’adopter des pratiques qui tiennent compte de leur capacité à soutenir directement la lutte contre le racisme — plutôt que de se contenter des notions générales d’équité — et qui reflètent une appréciation des complexités entourant l’identité et l’éthique.

Statistiques

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Bibliographies de l'auteur-e

Sheryl MacMath, University of the Fraser Valley

Dr. Sheryl MacMath is a Full Professor and Department Head of Teacher Education at the University of the Fraser Valley. She teaches courses in assessment, planning, math methods, social studies methods, and research methods. Her scholarship interests include assessment for learning, teacher education admissions, decolonization of teacher education, and mentorship in teacher education. Sheryl is currently the Vice President of the Canadian Association for Teacher Education, Resources Chair for the Canadian Assessment for Learning Network, and Vice Chair of the Human Research Ethics Board of the University of the Fraser Valley.

Barbara Salingré, University of the Fraser Valley

Barbara Salingré is an Associate Professor in the Teacher Education Department at the University of the Fraser Valley. She teaches courses in mental health, conflict resolution, and teaching practices within the Bachelor of Education program and also provides developmental advising to prospective teacher candidates. One of her interests is teacher identity development which includes identifying social, emotional, and academic learning needs to help teacher candidates transform and transition into their teaching career. Barbara’s research focuses on admissions in teacher education, as well as social-emotional learning.

Awneet Sivia, University of the Fraser Valley

Dr. Awneet Sivia is an Associate Professor in the Teacher Education Department and current Associate Vice President of Teaching and Learning at UFV. She teaches courses in social justice/antiracist pedagogy, science education, classroom research, and educational leadership. In the Teaching and Learning division, Awneet oversees the revision of institutional learning outcomes, supports Communities of Practice for improving instruction, provides mentorship to newly hired faculty, encourages research on teaching, and engages the institution in enhancing online education through the promotion of humanizing pedagogies in virtual spaces. Awneet’s research interests and publications are in the fields of SoTL, social justice education, diversity leadership, curriculum innovations, and university-school collaborations. She is currently developing a vision for a formalized Centre of Scholarship of Teaching and Learning at UFV. Awneet is honoured to be a 2022 3M National Teaching Fellowship recipient.

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Publié-e

27-06-2023

Comment citer

MacMath, S., Salingré, B., & Sivia, A. (2023). Moving from EDID Words to Policy Action: A Case Study of a Teacher Education Program’s Admissions Policy Reform. Revue Canadienne De l’éducation, 46(2), 359–385. https://doi.org/10.53967/cje-rce.5639

Numéro

Vol. 46 No. 2 (2023): Summer 2023 | Été 2023

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Articles

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© Société canadienne pour l'étude de l'éducation 2022

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