Professor
Department of Curriculum and Pedagogy (EDCP)
Dr. Clarke’s research is primarily in Teacher Education with a focus of ways in which teacher candidates, cooperating teachers, and faculty advisors conceive of and enact their work within the context of the field-based practicum. These studies have progressively revealed the factors that enhance or constrain optimum practicum environments for all participants. A second line of research involves self-study as a method for identifying, articulating, and reflecting on practice.
Contributions:
Clarke, A., Triggs, V., & Nielsen, W.S. (2014). Cooperating Teacher Participation in Teacher Education. Review of Educational Research, 84(2), 163-202.
Wang, F., & Clarke, A. (2014). Practicum Experiences of English Language Major Student Teachers During a Period of Profound Curriculum Reform in China. International Journal of Educational Development, 36, 108-116.
Chaliès , S., Escalié , G., Bertone, S., & Clarke, A. (2012). Learning ‘Rules’ of Practice Within the Context of the Practicum Triad: A Case Study of Learning to Teach. Canadian Journal of Teacher Education, 35(2), 3-23.
Clarke, A. (2012). Burgeo and back: Catching oneself in the act of being attentive to pedagogy. In Cohen, A,, Porath, M., Clarke, A., Bai, .H, Leggo, C., & Meyer, K. (2012). Speaking of Teaching: Inclinations, Inspirations, and Innerworkings. Sense Publishers: New York. (pp. 55-62).
Clarke, A., & Collins, S (2007). Complexity Theory and the Supervision of Student Teacher on Practicum. Teaching and Teacher Education. 23(2), 160-172.
Keywords:
Teacher education; Teacher inquiry; Cooperating teachers; Student teachers; Practicum; Comparative Education; Self-study.
anthony.clarke@ubc.ca
Departmental profile page
Departmental profile page