Ardra Cole

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https://hdl.handle.net/10587/1088
Dr. Ardra Cole is Associate Vice-President (Academic and Research) at Mount Saint Vincent University. Her areas of research and publication include teacher development, research methodologies, arts-informed research, and most recently, aging and health.

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    Reform and "Being True to Oneself": Pedagogy, Professional Practice, and the Promotional Process
    (1996) Cole, Ardra; Knowles, Gary
    Drawing on one educator's experiences as a beginning professor, the article discusses the prospects of teacher education reform and beginning teachers as change agents, commenting on values conflicts within schools of education and between them and broader university communities, politics of epistemology, and reward structures in schools of education. (SM)
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    Reforming Teacher Education through Self-Study
    (Caddo Gap Press, 1998) Cole, Ardra; Knowles, J. Gary
    Excerpt from Chapter: "In this chapter we provide an overview of the general nature and purposes ofself-study research and work, its current role and status in the academy, and its emerging role and status in the teacher education community. In so doing we hope to characterize the self study ofteacher education practices as a vehicle for teacher education reform, and offer some ideas on how those involved in self-study work might advance the reform agenda through a course of individual and collective action."
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    Setting and Defining the Context of Reform
    (Caddo Gap Press, 1998) Cole, Ardra; Knowles, J. Gary
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    Writer's Block, Procrastination, and the Creative Process: It's All a Matter of Perspective
    (Backalong Books/Centre for Arts-informed Research, 2001) Cole, Ardra
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    Denial of the personal, preservation of the status quo in teacher education
    (Journal of Teaching and Learning, 2003) Cole, Ardra
    This paper presents two stories of learning and teaching. Through the stories, the author explores the relationship between personal history-based learning and teaching practice and advocates a process of reflexive inquiry for teacher learning and teacher education. A major focus is on how a curriculum and pedagogy of reflexive inquiry can transform, deepen and broaden conceptions of teacher education as well as make a difference in how teachers see and express themselves in educational contexts. The author also describes the meanings and implications of a personal history pedagogy for teacher education institutions as well as the contextual changes required for such transformative practices to be adopted.
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    Provoked by Art
    (Backalong Books/Centre for Arts-informed Research, 2004) Cole, Ardra
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    Research, practice, and academia in North America
    (Kluwer Academic Publishing, 2004) Cole, Ardra; Knowles, J. Gary
    The self-study of teacher education practices has found its place on the teacher education landscape as a principled, scholarly practice that has begun to shift understandings about the nature and significance of teacher educators’ work and what counts as acceptable academic scholarship. Selfstudy scholars have brought their individual career histories and commitments to teacher education to bear on their academic roles within the context of the university and, in so doing, have taken up a challenge to shift status quo perspectives on the role and status of teacher education in the academy. Through individual and collective action self-study scholars have responded to criticisms levied against the place of teacher education in the academy, dilemmas presented by the nature of their work and roles, and challenges facing them in their professional and academic work. In this chapter we focus on the tenure system in North American universities and the role it plays in monitoring, mediating, and moderating the individual and collective practice of teacher educators. We offer a framework for reconsidering the norms of academic convention and the socializing forces that govern teacher educators’ work in the academy and a vision of what such a reorientation might mean in practice. We then draw on this framework to explore how the self-study of teacher education scholarship and practice, as a genre, has positioned itself to challenge the status quo of academic convention for schools, departments, and faculties of education.
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    Context Matters: Visual Inquiry and Qualities of Engagement
    (Backalong Books/Centre for Arts-Informed Research, 2007-01-01) Cole, Ardra; McIntyre, Maura