About The Portraits of Powerful Practices (PPP)

The Portraits of Powerful Practices (PPP): Surveying the Teacher Education Landscape Across Canada served to explore how instructors are approaching their roles as teacher educators throughout the country and what pedagogies and practices might inform and inspire future work with pre-service teachers. 

Project Question

What are the innovative ways we can support future teachers in engaging with the past?

Participants and Research Setting

20 university-level instructors from five provinces took part in the study. Instructors were invited to participate in a 45 minute semi-structured interview where they were asked questions ranging from meaningful projects or lessons they use to engage pre-service teachers with history or teaching the past, to how they navigate the complexities of teacher preparation. Instructors were also asked to consider how they understand notions of historical consciousness and how this shapes their practice as teacher educators.

Following the end of the project’s data collection, instructors were invited to collaborate with research assistants to co-create a narrative that would showcase their diverse perspectives and experiences within the field of history education. 

Click here to read the co-created narratives and learn more about participants’ experiences with history education across Canada.

Project Lead

David Scott (University of Calgary)

Graduate Research Assistants

Jessica Gobran (University of Calgary)

Tracy Dinh (University of Calgary)

Arianne Dufour (Université du Québec à Chicoutimi)

Jessica Gobran (University of Calgary)

Tracy Dinh (University of Calgary)