University of Guelph hosted OJS journals
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Improvisation and Freedom
No full textThis essay, dedicated to Ajay Heble, explores how improvisation relates to two current and synergistic threats to democracy and justice: neoliberalism and illiberalism. It also examines embracing relational freedom as a method of working beyond these threats in our society
INEXHAUSTIBLE
No full textThis piece was originally screened during IF 2022. Videography art by Aimee Copping. Vertical Squirrels is Daniel Fischlin, Ajay Heble, Lewis Melville, and Ted Warren
A bibliometric analysis of the factors influencing global research conditions of teacher education
No full textThis bibliometric analysis explores global research trends in teacher education, examining 1,757 publications from the Lens.org database (1878-2023). The study reveals a significant upwelling in teacher education program research, particularly since 2015, with journal articles dominating the publication landscape. Arthur Tatnall emerged as the most prolific author, while psychology, medicine, and medical education were identified as the top contributing fields. The analysis highlights the United States, United Kingdom, Australia, China, and Canada as leading research nations, underscoring a concentration of output in developed countries. Key influencing factors identified include the impact of the COVID-19 pandemic, technological integration, and the need for adaptive and equitable strategies. The findings emphasize the interdisciplinary nature of teacher education program research and the critical need for increased capacity building and international collaboration, especially in underrepresented regions
Effective guidelines for financial management in Zimbabwean secondary schools
No full textThis study investigated the nature and constraints of the financial management frameworks and resources available to School Development Committees (SDCs) in Zimbabwean secondary schools for effective financial management practices. It examined the availability of sufficient and appropriate financial management guidelines and the extent to which the available documents impact the effectiveness of these (SDCs). The objective of this investigation is to rectify the dearth of research on the subject for Zimbabwean secondary schools. Employing a pragmatic research paradigm and mixed methods research (MMR) approach, the study utilised an explanatory sequential mixed methods research design. Guided by Stakeholder Theory, the study examined financial management strategies employed by School Development Committees (SDCs), focusing on capacity building, financial governance, and guiding financial documents. The study involved 56 secondary schools in 30 clusters in Zimbabwe. Disproportionate stratified sampling was employed to come up with four (4) clusters from which respondents and participants were drawn. The population of the study was 570 financial management school officials. Data collection involved completion of closed ended questionnaires by 61 respondents and answering of unstructured open-ended interviews by 19 participants. Data analysis involved inferential statistics for quantitative data and thematic analysis for qualitative data. The study\u27s findings revealed inadequate capacity building of School Development Committees (SDCs) in secondary schools, hindering effective school financial management. The study also revealed that although School Development Committees in the secondary schools had financial management guiding documents, the SDCs failed to utilise the documents due to limited financial expertise, insufficient capacity building, limited linguistic accessibility, and low levels of education
Pre-service teachers’ experience with writing lesson outcomes at a South African university: an emerging reflective awareness
No full textAlthough lesson planning is widely regarded as a crucial skill that pre-service teachers must master, writing clear and measurable lesson outcomes remains a persistent challenge. This study investigates the experiences of 150 second-year Bachelor of Education students at a South African university as they engaged in writing lesson outcomes and reflecting on their practice. In this qualitative phenomenological study, data were collected through a formal assessment that required students to design and reflect on their lesson plans. Thematic analysis revealed four key themes: lack of clarity, ambiguous verb selection, challenges in curriculum implementation, and difficulties in applying knowledge of Bloom’s taxonomy and SMART criteria to practice. A significant finding is that, despite these challenges, participants demonstrated a growing awareness of the importance of reflection in writing lesson outcomes. They expressed the need for a more scaffolded approach and practical opportunities to translate theory into practice. Integrating iterative feedback, peer review, and contextualised exemplars could empower pre-service teachers to design authentic, engaging, and practical lesson outcomes as a foundational step in lesson planning
Dialoguing with Dreams about the COVID 19 Pandemic from a Collaborative Approach
No full textDuring the COVID-19 pandemic, many people had nightmares filled with strong emotions such as fear, anxiety, distress and uncertainty. They had clear images of getting infected, getting sick, and even dying. This motivated me to invite my clients to work with their dreams, but also to analyze their dreams from a Collaborative and Dialogical approach that kept me far away from the psychoanalytical methodologies. I came up with the word “Soñatear”, which refers to the back-and-forth between the dreamer and the therapist as they construct their interpretation of the dream. In this article I explain my method when working with dreams, explore the different questions that invite people to be curious and how I use the concept of not-knowing to be tentative and respectful in the process. During these conversations, the dreamers were able to construct meaningful interpretations and transfer them to their everyday lives, which helped them understand what they were going through. This experience served as an example of how we can “soñatear” with any kind of dream, which is an enriching way of finding new meanings and knowing oneself
Multidisciplinary Faculty Collaboration on Course Design: Is it Group-Worthy?
No full textUsing Lotan’s (2003) framework for group-worthy tasks, nine weeks of meeting notes were examined to determine if a three-person, multidisciplinary collaborative process to design a new college course was group-worthy. Data revealed that the identity of each participant created both pathways and obstacles to the group-worthiness of the process. Criteria met through the process included the provision of multiple access points that leveraged individual expertise, the achievement of discipline-based, intellectually important content, and some clear criteria and expectations for producing and evaluating the outcome. The extreme open-ended nature of the task, and the lack of ultimate accountability for each, however, left open questions about the overall group-worthiness of the process. Implications for collaborative course design and suggestions for others considering it are offered
