Sal Badali

1229 Lorne Avenue Brandon, MB R7A 0V3 204-720-3433 badalis@brandonu.ca EDUCATION 1994-1998 Ph.D. (Centre for the Study of Curriculum and Instruction) Faculty of Education, University of British Columbia Dissertation Title: Seconded Teachers as Teacher Educators

(Under the supervision of Dr. Billie Housego, Dr. Gaalen Erickson, and Dr. Anthony Clarke)

1992-1994 M.Ed. (Educational Studies) Faculty of Education, University of Western Ontario Thesis Title: Power and Authority Relationships in the Practicum: Cooperating Teachers' Perspectives (Under the supervision of Dr. Margaret McNay) 1981-1982 B.Ed. (History and Geography) Faculty of Education, University of Toronto 1978-1981 B.A. (History) York University TEACHING & RELATED EXPERIENCE Administrative Experience

• Dean, Faculty of Education Brandon University, July 1, 2011-Present Full Professor

As a member of the senior academic administrative team I am responsible for the overall direction of the Faculty of Education. My duties include: providing pro-active leadership to the Faculty, insuring a balanced commitment to excellence in teaching and research; working collaboratively with the various partners and stakeholders within and beyond the Faculty of Education; facilitating cross-disciplinary projects; overseeing regular evaluation of programs and teaching; encouraging improvements and innovation associated with teaching and learning; encouraging the development of new learning technologies and course delivery models; dealing with personnel issues in a fair and

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equitable manner; managing the Faculty operating budget; building effective relationships, and promoting and advocating for the Faculty of Education and the University to a broad spectrum of constituents.

• Associate Dean, Faculty Development & Human Resources, Faculty of

Education, University of Regina, July 1, 2008-2011 Tenured and promoted to rank of Associate Professor, 2003

My duties included: staffing courses and assigning workload; organizing and overseeing faculty searches; arranging secondments; performing initial review for performance review and sabbatical leaves; approving grades; approving faculty travel; appointing sessionals, practica coaches, faculty advisors, and lab instructors; overseeing course evaluations; electronic course evaluation system; monitoring course enrolments; overseeing IT development; mentoring new faculty by providing professional development; scheduling undergraduate and graduate course offerings; collaborating with the Dean in budget preparation; overseeing Faculty website; providing liaison to educational partners and off-campus Teacher Education Programs; overseeing award nominations; maintaining accreditation lists with Faculty of Graduate Studies and Research; endorsing Technology Enhanced Learning proposals; supporting SSHRC and other research proposals; and working with the Faculty Administrator on support staff issues.

• Director of Professional Development & Field Experiences, 2004-2006 A leadership position within the Faculty of Education. As Director, I liaisoned with community and educational partners. Responsible for reviewing, initiating, and recommending new visions for the field-based components of teacher education (e.g., alternative field placements, interprofessional education, teaching for diversity and social justice, and internship seminars).

Organized and participated in Faculty of Education Residential and On-campus Internship Seminars (2004-2006), a unique feature of University of Regina Teacher Education Programs for approximately 300 undergraduate students each fall semester. Additional winter seminars organized for approximately 30 Saskatchewan Urban Native Teacher Education Program and First Nation University interns. University Teaching Experience

• ED 920 Doctoral Seminar, (with Dr. David Friesen, Dr. Carol Schick, Dr. Margaret McKinnon), University of Regina

This course enables doctoral students to develop their dissertation proposals. The seminar is intended to integrate students’ work from the other courses to inform their dissertation proposal.

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• EC&I 808: Instruction, Theory and Practice: Understanding Instruction Through Inquiry into Teaching and Teacher Narratives, University of Regina

This graduate course helps teachers examine their personal practical theories of instruction through narrative writing, inquiry into their teaching practices, and an examination of “best practices” occurring in the literature. I also taught a version of this course in the Aboriginal Community-based M.Ed Cohort in Meadow Lake, SK.

• EC&I 804: Curriculum Development, University of Regina In this graduate course, teachers explore the curriculum literature as a means of reflecting on the historical and contextual forces which shape curriculum and the role of professional educators in curriculum construction.

• Educational Professional Studies (EPS) 100, 200, 215, 225, 350, ED 215, University of Regina

Students are introduced to basic principles associated with good teaching practice, teacher identity, diversity, equity, social justice, Aboriginal Education, instructional planning, classroom management, and assessment and evaluation. Required courses for prospective teachers.

• Sabbatical, 2006-2007

During my sabbatical (a portion of which I spent at OISE/University of Toronto, and the Centre for Interprofessional Education with Dr. Ivy Oandason, Faculty of Medicine). I was a guest lecturer at the Ontario Institute for the Study of Education/University of Toronto where I made several presentations related to professionalism (EDU 6000: Social Justice in Education)

There were four prongs to my sabbatical: 1) expanded my research agenda pertaining to pre-service teachers and university-based teacher educators, 2) expanded my practical and theoretical understandings of collaborative interprofessional practices, 3) focused on undergraduate program renewal within a School Plus, community-based context, and 4) reviewed field experience and international internships within concurrent teacher education programs.

• EDUC 432 The Supervision of Teaching, University of British Columbia, Vancouver, 1999

This course is intended for teacher educators (cooperating teachers and faculty advisors) who are, or will be working with student teachers. Topics included recent research of teaching effectiveness, the analysis of teaching, and clinical supervision of teaching.

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• EDUC 310/311 & SSED 320, University of British Columbia, Vancouver, 1998-1999

As a full-time post-doctoral fellow, I coordinated EDUC 310/311 in which students are introduced to principles and instructional procedures related to classroom management, instructional planning, professionalism, and the assessment of learning as applicable across grade levels and subject matter fields. A required course for prospective elementary and secondary teachers.

• SSED 320 Curriculum and Instruction in Social Studies, Department of Curriculum Studies, University of British Columbia, Vancouver, 1998-1999

In this course, students explore curriculum organization in social studies; principles and methods of instruction; a required course for prospective elementary teachers.

• EDUC 311- Principles of Teaching, University of British Columbia, Vancouver, 1994-1998

As a doctoral student, I was employed by the Teacher Education Office as an instructor (see above for course details).

• School-based Teacher Education Seminar, Department of Curriculum Studies, University of Western Ontario, London, 1993-1994

Facilitated an examination into approaches to teaching and reflective practice techniques for 20 prospective elementary teachers. High School Teaching Experience 1989-1992 Teacher, St. Joseph's High School, St. Thomas, Ontario

Courses: History 9, 12; World Religion 12; Economics 13 (OAC); Entrepreneurial Studies 11 & Marketing 12; Data and Information Processing 11; Keyboarding 9

1989 Teacher, Don Bosco Secondary School, Toronto, Ontario

Courses: Introduction to Law 11; Business Studies 10

Elementary Teaching Experience 1997 Volunteer Teacher, University Hill Elementary School,

Vancouver. (Social Studies, Grade 4) 1983 Teacher, St. Matthias Elementary School, Toronto, Ontario

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(Grade 8) OTHER EMPLOYMENT 1983-1988 Self-employed, Badali-Slichters Florists, Adelaide Gift Baskets, Toronto, Ontario PRACTICA SUPERVISION EXPERIENCE 2011 During the Brandon University Faculty Association Strike

(October 12-ongoing), many field experience supervisors did not report for work during the 5 week practica. I assumed the supervisory duties for 85 student teachers, largely through an online protocol I developed.

2009-2011 University of Regina, Virtual Faculty Advisor, Pilot Project Elementary and Secondary supervisory responsibilities 1999-2007 University of Regina, Faculty Advisor

Elementary and Secondary supervisory responsibilities St. Francis Elementary School: Interprofessional Education Pilot Project

1994-1999 University of British Columbia, Faculty Advisor Secondary Social Studies, English, Business Studies, and Physical Education in four senior high schools 1993-1994 University of Western Ontario, Faculty Advisor Elementary advisor in one school SELECTED GRADUATE STUDIES SUPERVISION Graham, S. (2010). Developing a Complex Mathematical Learning Community: (Re)Considerations of Learning/Teaching Experiences. Member of M.Ed. Thesis Committee. Carlisle, K. (2010). Toward Complex Critical Pedagogy: A Multi-grade Self-Study. Member of M. Ed. Committee. External Reader, (2009). M.Ed. Community-Based Project, Darrell Newton, Connecting to the Community.

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Dlouhy-Stevenson, S. (2007). Dancing to the beat of a different drummer: The lived experiences of elementary school band teachers in urban Saskatchewan, A phenomenological inquiry. M.Ed. Thesis Supervisor. Friesen, L. (2007). How teachers make sense of differentiated instruction and technology integration through participation in a community of practice. M.Ed. Thesis Supervisor. Tipping, S. (2006). A study of five middle years teacher’s perceptions of conditions that cause stress in teaching. Member of M.Ed. Thesis Committee. Mulholland, V. (2006). Conscious of my fictions: A postcolonial reading of the autobiography of a Saskatchewan English teacher. Ph.D. Committee. Arenas-Fuentes, M. (2005). Essays on immigrant identity, recognition, and education. M.Ed. Committee. Duggleby, P. (2003). Expectations and experiences of substitute teachers: A Saskatchewan urban experience. M.Ed. Thesis Supervisor. Pillay, M. (2001). Beginning rural principals’ experiences with teacher supervision: A qualitative study. M.Ed. Committee. Leitner, J. (2001). Significant conversations: Primary teachers and their students. M.Ed. Committee. SELECTED COMMITTEE DUTIES Curriculum and Academic Standards Committee, 2011-Present, Brandon University Promotions Committee, 2011-Present, Brandon University Vice-President Academic Council, 2011-Present, Brandon University Senate Graduate Studies Committee, 2011-Present, Brandon university President’s Administrative Council, 2011-Present, Brandon University Dean’s Advisory Committee on Performance Review and Sabbatical, 2008-2011, 2001-2002, University of Regina Instructional Technology, Facilities & Resources Committee, Chair, 2008-2011, U of R Planning and Priorities Committee, Faculty of Education, 2008-Present, 2005-2006 Dean’s Advisory Council, University of Regina, Faculty of Education, 2008-2011, 2004-2005 Dean’s Group, University of Regina, Faculty of Education, 2008-Present, 2004-2006

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Educational Core Studies Program Renewal Initiatives, Faculty of Education, Chair, 2008-2011, U of R Greystone Centre for Interprofessional Collaboration in Education (G-CICE), Board of Directors, 2007-2011, U of R Executive of Council, University of Regina, 2009-2011; 2000-2002 Planning and Priorities Committee, University of Regina, 2005-2008 Faculty of Education Steering Committee, University of Regina, 2004-2006 Teaching and Learning Project, Experiential/Service Learning, 2006, University of Regina, Dr. Kathy Heinrich, Chair, VP Academic Undergraduate Program Liaison Committee, University of Regina, Faculty of Education, 2004-2006 Professional Development and Field Experience Committee, University of Regina, Faculty of Education, 1999-2006 Joint Field Experience Committee, University of Regina, Faculty of Education, 1999- 2006 Program Development Committee, University of Regina, Faculty of Education, 2000- 2006 Scholarship Committee, University of Regina, Faculty of Education, 2002-2006 Educational Research and Development Centre Visioning Process Sub-Committee, University of Regina, Faculty of Education, 1999-2001 K-12 Program Visioning Process Sub-Committee, University of Regina, Faculty of Education, 1999-2001 Strengthening Educational Capacity, Saskatchewan Learning, Government of Saskatchewan, 2004-2006 School Plus Leadership Institute, Saskatchewan Learning, Government of Saskatchewan, 2004-2006 Premier’s Board of Education Award for Innovation and Excellence in Education, 2004- 2006 Teacher Recruitment and Retention Committee, Government of Saskatchewan,

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Department of Education, 2001-2004 Westcast Conference Planning Committee, University of Regina, Faculty of Education, 1999-2000 Provincial Steering Committee Showcase 2001 “Celebrate the Spirit of Learning: Leadership, Diversity, and Professional and Personal Growth” SELECTED PROFESSIONAL ACTIVITIES Organized and chaired Faculty of Education Seminar, October 28, 2011. This annual one-day event was devoted to: a) grading policies; 2) undergraduate and graduate programming; 3) admission policies. Organized Fall Faculty Seminar, September 1, 2010. This annual one-day seminar was designed to engage faculty and staff in: 1) revising Faculty of Education Criteria Document; 2) re-visioning field experiences and practicum; and 3) identifying major strands across teacher education programs. Co-developed, with Dr. Alec Couros, a three-part discussion/workshop series (October-December, 2010) exploring issues in Technology & Media in Education. Faculty and Staff come together to learn about the latest technologies being used in teaching and learning within higher education. Topics include: emerging social networking services such as Facebook, Myspace, Twitter; Web 2.0; webconferencing, content filtering in schools; privacy, identity and ethics in a digital age; cyberbullying and sexting; open journals, copyleft licenses; and using technology in teacher education programs. Organized and presented a series of Professional Development Workshops for full and part-time instructors (NTEP, Iqaluit, Nunavut). Topics included: program and curriculum development; roles and expectations for students; grading norms; and new program initiatives. October 25-29, 2010. Co-organized and hosted Nunavut Symposium and Professional Development Workshop, Nunavut, November 30-December 4, 2009. Co-organized and hosted a professional development workshop of Faculty Certification Program Instructors & Adult Education/Human Resource Development Instructors, November 5-6, 2009, Saskatoon, SK, partnership with Saskatchewan Institute of Applied Science & Technology. Organized Faculty of Education Fall Seminar, Technology and Teacher Education. August, 2010, 2009.

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Reviewed Book Chapter, Playing the field(s) of mathematics education: A teacher educator’s journey into pedagogical and paradoxical possibilities. Walshaw, M. (Ed.), Unpacking Pedagogy: New Perspectives for Mathematics (2009). Organized and hosted Sessional Orientation Workshop for 35 instructors, University of Regina, Faculty of Education, September, 2010 & 2009. Delegate, (2009), Faculty of Education, University of Regina. (E)merging professionalism Conference: Interrelated Issues in Education. January 5-6, Regina, SK. Reviewed Manuscript, The case of an online community in support of collaborative teacher inquiry. Open Access Journal, 2009. YNTEP Professional Development Workshop and Convocation, Yukon College, June 4-7, 2009, Whitehorse, Yukon. Co-organized and hosted a professional development workshop of Faculty Certification Program Instructors & Adult Education & Human Resource Development Instructors, November 21, 2008, Saskatoon, SK, partnership with Saskatchewan Institute of Applied Science & Technology Attended Saskatchewan Community Schools Conference, October 2008, Regina, SK Member of focus group, Teacher education and certification: A research project in support of the Saskatchewan Board of teacher education and certification, October-November, 2008 Curriculum developer, pilot course in interprofessional education (Fall, 2009) for students in the Faculty of Arts, Social Work, Education, Nursing, Kinesiology, Medicine (University of Saskatchewan) Delegate at K-12 curriculum initiatives workshop, Ministry of Education, Regina, SK, December 16, 2008 Greystone Centre for Interprofessional Practices in Education, Workshop, May 1-2, 2008, Co-organized and presented to 100 delegates from across the province Concept developer with Dr. Patrick Lewis, Dr. Marc Spooner, “Talkin’ about school & society” four yearly informal off-campus, community-based discussions hosted by the Faculty of Education, La Bodega Restaurant, Regina (November 2008-Present) Delegate at Aboriginal Awareness Training Workshop, University of Regina, May, 2008, Discussing knowledge: Sharing a path Education Professional and Core Studies Search Committee, Chair, 2007-2008 Cross-Cultural Foundations and Core Studies Search Committee, Chair, 2007-2008

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Member of adjudication committee for President’s Office Teaching and Learning Scholars, Centre for Teaching and Learning, University of Regina, November, 2007 Greystone Centre for Interprofessional Collaboration in Education (G-CICE) Workshop: Phase 2. Conducted workshop session, Mentoring and professional practice, November 1-2, 2007 Reviewed manuscript, Teacher education partnerships: Integration of case studies within an initial teacher education program. Brock Education, 2008 Reviewed manuscript, Expanding pre-service teachers’ use of technology. Seventh International Conference on Self-Study of Teacher Education Practices, Herstmonceux, East Sussex, England, October, 2007 Reviewed manuscript, Rubrics, rules and requirements: What about risk? Seventh International Conference on Self-Study of Teacher Education Practices, Herstmonceux, East Sussex, England, October, 2007 Participated in Middle Year’s Teacher Education Program workshop for cooperating teachers, October, 2007 Reviewed manuscript, Teacher development after certification: Lessons from Ontario’s mandatory professional learning program, 1999-2004. Journal of Policy and Practices in Education, April, 2007 Reviewed manuscript, Peer observation reports and student evaluations of teaching: Who are the experts? Alberta Journal of Educational Research, March, 2007 Participated in University of Toronto’s, Interprofessional education orientation and seminar/workshop, Toronto, Ontario, October, 2006 Participated in Wilson Centre Research Rounds/Seminars, University of Toronto/Toronto General Hospital, October, 2006 Member of Faculty of Education Search Committee (Aboriginal Teacher Education), 2006 Member of Faculty of Education Search Committee (Language Arts), 2006 Delegate at Canadian Council on Learning: 21st Century Learning Initiative, Saskatoon, SK, March 17-18, 2006 Member of Faculty of Education search committee (Baccalaureat en education program, University of Regina, 2006

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Delegate at High Schools Symposium of Youth Engagement: Partners in Learning, Saskatoon, SK, February 2-4, 2006 Participated in Faculty of Education Anti-Oppressive Education Reading Group, 2006 IODE War Memorial Scholarship Committee Adjudication, January, 2006 Delegate at Western Canadian Association for Student Teaching (WestCast, Vancouver, B.C., February 15-18. 2006) Represented Faculty of Education at Saskatchewan Teachers’ Federation Annual Fall Council, April, Saskatoon, SK., 2008, 2004-2006 Delegate at the Fifth Annual Canadian Critical Race Conference, The Race/Culture Divide in Education, Law and the Helping Professions Conference, University of Regina, May 4-6, 2006 Completed P-CITE Interprofessional Education Faculty Development Certificate Workshop, Office of Interprofessional Education, Conducted by the University of Toronto, in Regina, SK, May 9-11, 2006 Practica workshop meeting with Anne Marie Chudleigh (Professional Field Placement Office, Ontario Institute for the Study of Education/University of Toronto), Toronto, Ontario, May 26, 2006 Reviewed manuscript, Beginning teachers: Dilemmas and need. Journal of Teaching and Learning, June, 2006 Delegate at Teacher Education for the Schools We Need Conference, OISE/University of Toronto, Toronto, Ontario, May, 2005 Delegate at Ministry of Education & Faculties of Education Forum, OISE/University of Toronto, Toronto, Ontario, May, 2005 Represented Faculty of Education at LEADS (League of Educational Administrators, Directors, and Superintendents) Summer Short Course, August, Waskesiu, Saskatchewan, 2004, 2005 Delegate at Education and Social Justice for Gay & Lesbian Youth Conference, University of Regina, October 15-16, 2004 Delegate at School Plus Congress, University of Regina, November 4-6, 2004 Completed certificate workshop conducted by the Centre for Higher Education, Research, and Development, “New and Ongoing Challenges for Academic Leaders,” Toronto, Ontario, November 24-27, 2004, Sponsored by Dr. Kathy Heinrich, VP Academic

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WestCast, Re-Framing Teacher Education: The Changing Landscape, University of Alberta, Directors of Professional Development and Field Experiences, Meetings and conference delegate, February 18-21, 2004 Reviewed manuscript, Field experiences or jungle experiences: Teacher candidates identify important criteria for a successful practicum. Canadian Journal of Education, 2004 Reviewed book manuscript, From teacher to teacher educator. Pacific Educational Press, University of British Columbia, 2004 Reviewed manuscript, Teacher learning: Towards a professional academy. Journal of Education for Teaching, 2004 Reviewed manuscript, Qualities of collaboration and professional development: An experience in the University of Huelva (Spain). Journal of Education for Teaching, 2004 Reviewed manuscript, Teaching in rural schools: A synthesis of interns’ cooperating teachers’ views. Journal of Professional Studies, 2003 Delegate at Annual Conference on Teacher Research/Researching Teaching: Investigating our Practices. University of British Columbia, May 4-5, 2001 Delegate at Visions for Social Justice: Remaking the Law Conference, University of Regina, October 18-19, 2001 Reviewed manuscript, Constructing a community of inquiry for teacher education in British Columbia, Journal of Education for Teaching, 2001 Reviewed manuscript, Associate teachers in pre-service education: Clarifying and enhancing their role. Journal of Education for Teaching, 2001 Reviewed manuscript, Student teachers’ reflective inquiry as reported in their field journals. Journal of Professional Studies, 2000 Reviewed manuscript, Evaluation of a bachelor of education program—University of Alberta, 1995-2000. Journal of Professional Studies, 2000 Reviewed manuscript, A case study of learning to teach social studies. Journal of Professional Studies, 2000 SELECTED RESEARCH EXPERIENCE

• Reconciling tensions as a teacher educator and administrator Being an administrator in higher education will inevitably bring one into conflict with one’s core beliefs; sometimes resulting in frustration and tension. In this study, I report

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on how I lived the contradictions, ambiguities, satisfactions, and frustrations associated with being an administrator in higher education. Specifically, I explore the tensions inherent in operationalizing a series of team-taught, blended core studies education courses. This study is primarily about making sense of my teacher educator/administrator identity during a time of uncertainty and change. While the administrative context I found myself in was fluid and flexible, my core values were not. The following are among the questions I explored: 1) In what ways have my core principles as a teacher educator impacted my practices as an administrator? 2) Am I an effective administrative leader?

• Virtual Faculty Advisors: A Self-Study of a Teacher Educator’s Practices The purpose of this pilot study was to create and sustain a professional development relationship between faculty advisors and student teachers through the design of video conferencing and other online initiatives. Overall, the main objective was to provide a working model for creating and sustaining an ongoing dialogue between faculty advisors and their student teachers during the four-month practicum. Instead of the more limited approach of visiting the schools three-five times during the semester, this project enables faculty advisors to supplement their “face-to-face” visits with additional “virtual” visits. It was anticipated that a virtual approach would result in the following: 1) that a continuum between pre-internship university courses and the practicum experience could be created and fostered to encourage and stimulate professional reflection; and 2) that this new approach would result in a reduced burden of travel and labor costs associated with supporting faculty advisor travel between the University of Regina and schools throughout Saskatchewan. This research explores how I lived the contradictions, ambiguities and satisfactions associated with fulfilling the “virtual” faculty advising role by considering how I worked with both student teachers and cooperating teachers as members of collaborative learning communities.

• Campus For All, ($600,000 proposal, not approved), Human Resources and Skills Development Canada

After graduation from high school, people with intellectual disabilities too often find themselves confined to group and care homes, with limited opportunities for further schooling or meaningful employment. The Campus for All program will provide for this group the chance to audit university classes and benefit from enriched social and communication skills, planned class work that will challenge them and improve their abilities, and arranged employment where they can continue to grow and implement their new skills.

• Collaborative Interprofessional Field Experiences Interprofessional education (IPE) is defined as occasions when two or more professions learn from and about each other to improve collaboration and the quality of care. More specifically, interprofessional collaboration is about the coordination of human services to meet the needs of children and youth in schools. Teacher educators who serve as faculty advisors in practica settings, play an essential role in promoting an environment that supports the goals of IPE and can act as role models for undergraduate students. In

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IPE, the traditional notion of faculty advisor as “expert” and “supervisor” is transformed to that of facilitator. Interprofessional facilitators need to be attuned to the dynamics of interprofessional learning; skilled in optimizing learning opportunities, and value the distinctive experiences and expertise which each of the participating professions bring. A major purpose of this research is to: 1) study the ways in which I worked with others as a member of a collaborative learning community; 2) explore how the traditional faculty advising role changes within interprofessional contexts; 3) analyze my role and relationships with faculty team members; and 4) explore the extent to which IPE could be embedded as a more central component of teacher education programming. This research project is part of my self-study research agenda.

• Community Plus: Educational Professional Studies ($10,000, University of Regina, Strategic Opportunities Fund)

The goal of this project was to provide opportunities for student teachers to interact with members of the Aboriginal community, other marginalized populations in the community and service agencies in meaningful, respectful ways. These opportunities expanded student teachers’ notions of race, class, gender and other social constructs that marginalize some members of the community and privilege others.

• Stress Associated with Being a Student Teacher: Field Experience Contexts ($1764, University of Regina, Professional Development Fund)

Stress and teaching commonly are linked in the educational literature. Such stress begins early in the student teaching experience where anxious concerns associated with teacher training are regularly noted. High anxiety levels are evident for student teachers and may be tied to various negative consequences. Issues pertaining to stress and anxiety appears to be a relevant characteristic of teachers generally and student teachers in particular. The topic of student teacher stress in the practicum is becoming an increasingly important consideration for those charged with delivering teacher education programs. However, there is relatively little research on the sources of stress and support students draw on to help them cope with practicum stressors. The purpose of this study was to identify and explain stress levels and potential coping strategies of pre-service teachers.

• Navigating Life as a Professor of Education: A Self Study Teacher educators, many of whom were classroom teachers prior to entering the academy as university-based teacher educators, engage in self-study both for purposes of their own personal-professional development and for broader purposes of enhanced understanding of teacher education practices, processes, programs and contexts. The intent of this multi- pronged research was to document and make accessible to other teacher educators the impact of critical reflection on practice, to explore dimensions of professional development within higher education contexts, and to consider broad implications for teacher education programming.

• Exploring Tensions in the Lives of Professors of Teacher Education ($5000 SSHRC Research Start-up Grant)

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This research explored major satisfactions and frustrations of professors of teacher education in two Western Canadian universities. The purpose of the study was to explore the manner in which these teacher educators frame their professional experiences and construct their roles within complex institutional contexts.

• Towards Social Justice: Teacher Education Program Renewal ($3500, University of Regina, Professional Development Fund)

The University of Regina’s Middle Year’s Teacher Education Cohort had not been revised or updated since 1991. Over the past 15 years, the world has changed. Numbers of children living in poverty in Saskatchewan have greatly increased. Technology and the internet have become, for many people, features of daily life. The Government of Saskatchewan has declared its commitment to School Plus, a framework for reorganizing schools to address social problems. And the University has committed itself to working with Aboriginal peoples toward more effective education for all students, and has named Social Justice as a strategic theme. In its efforts to update the Middle Year’s Teacher Education Concentration, the Faculty of Education is taking account of these developments and the changing social context in which teachers of Grades 5 through 9 will work. Teacher education exists for the purpose of social transformation, not for the purpose of reproducing the status quo. School Plus has the potential to contribute to a better, more just society. But our present teacher education program leaves most of our mainly White students untouched in terms of their attitudes toward poor, Aboriginal, and visible minority people, and their beliefs about themselves and education. The field experience component of a new middle years program was designed to foster a more generous and less condemning attitude among future teachers. By understanding student teachers’ experiences in a re-conceptualized field setting, teacher educators may be better informed about how to assist students to become more resilient teachers.

• Program Renewal: Elementary, Secondary, Arts Education, and Baccalaureat en education program ($2000, University of Regina, Strategic Opportunities Fund)

This project is a major re-design of the existing undergraduate programs (e.g., development of seven new core studies courses; content from Educational Psychology, Professional Studies, Educational Foundations, Cross-Cultural and Anti-racist Education, Information Literacy and Instructional Technology and Educational Administration).

• Technology Enhanced Learning, Educational Professional Studies 100 ($20,000, Technology Enhanced Learning, Ministry of Education)

EPS 100 is the first class students take which is intended to help them to learn to think about, practice and critique teaching and learning. There are two dominant strands of this course: the first relates to issues of professionalism, the second to curriculum and instruction. The course is intended to introduce students to some basic knowledge about Saskatchewan schools, to some basic teaching and reflective practices and to issue related to K-12 schooling and education. It is also intended that students begin a process of constructing teaching knowledge and skills that will continue to build throughout their

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career. A partial online component to EPS has been developed that highlights common strands pertaining to teacher identity, curriculum development, instructional strategies, classroom management, assessment, evaluation, diversity, race, class and gender.

• Alternative Delivery Designs: Educational Professional Studies 100, ($2000, University of Regina, Strategic Opportunities Fund)

EPS 100 is designed to engage prospective teachers to think about their emerging sense of self and others. EPS 100 has been revised from six sections to one large group per semester. The revised course reflects a commitment to issues pertaining to teacher identity, community-based educational initiatives, diversity, equity, Aboriginal Education, and School Plus.

• Internship Seminars ($2000, University of Regina, Strategic Opportunities Fund) The internship seminar is a unique and integral to teacher education at the University of Regina. Given the closure of existing sites (e.g., Echo Valley Conference Centre), the goal of this project was to locate an alternative internship seminar site that meets the complex needs of teachers, interns, and faculty members. MEMBERSHIP IN PROFESSIONAL ASSOCIATIONS Canadian Society for the Study of Education Canadian Association of Teacher Educators American Educational Research Association Association for Supervision and Curriculum Development SELECTED REFEREED PUBLICATIONS Badali, S. (2010). Virtual faculty advisors: A self-study of two teacher educators’ practices. Navigating the Public and Private: Negotiating the Diverse Landscape of Teacher Education. (ISBN10: 1-55339-369-4). Badali, S. (2009). Reflections on the implications of technology-mediated learning: A teacher educator’s perspective. Journal of Teaching and Learning, 6 (1), 25-38. Badali, S. (2008). Stress associated with being a student teacher: Field experience contexts. Journal of Policy and Practices in Education, 14(1,2), 8-30. Badali, S. (2008). Collaborative interprofessional field experiences. Pathways to Change in Teacher Education: Dialogue, Diversity and Self Study. (ISBN 978-1-55339-156-2).

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Badali, S., & Duggleby, P. (2007). Expectations and experiences of substitute teachers. Alberta Journal of Educational Research, 53(2), 22-33. Badali, S. (2006). Technology-mediated learning: Implications for teacher educators. Collaboration and Community: Pushing Boundaries Through Self-Study (ISBN 978-1-55339-142-5), 23-26. Badali, S. (2004). Exploring tensions in the lives of professors of teacher education: A Canadian context. Journal of Teaching and Learning, vol. 3 (1), 1-29. Badali, S. (2004). Exploring Pre-Service Teachers’ Conceptions of Professional Knowledge: Implications for Teacher Education. Journeys of Hope: Risking Self- Study in a Diverse World (ISBN 1-55339-079-2), 32-36. Badali, S. (2001). Seconded teachers as faculty advisors: Mentors and supporters, and evaluators. Journal of Professional Studies, 8(2), 16-27. Badali, S. (2000). Seconded teachers as teacher educators. Alberta Journal of Educational Research, XLVI(4), 327-345. Wideen, M., & Lemma, P. (Eds.), (2000). [Book review of Ground Level Reform in Teacher Education: Changing Schools of Education]. Journal of Educational Administration and Foundations, Vol 15(1). Housego, B., & Badali, S. (1996). One year later: Beginning teachers revisit their preparation program experiences. The Alberta Journal of Educational Research, Vol. XLII (4), 378-394. BOOK PUBLICATIONS Kindler, A., Badali, S., & Willock, R. (1999). Between theory and practice: Case studies for learning to teach. Toronto: Prentice-Hall. Kindler, A., & Badali, S. (1999). Between theory and practice: Case studies for learning to teach (Instructor’s Manual). Toronto: Prentice-Hall. SELECTED PRESENTATIONS Papers Presented at Major Conferences Badali, S. (2011). Being a Virtual Faculty Advisor. Paper presented at the annual conference of the Canadian Society for the Study of Education, University of New Brunswick, May 21-26.

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Badali, S. & Nolan, K. (2010). Virtual Faculty Advisors: A Self-Study of Two Teacher Educators’ Practices. Paper presented at the Eighth International Conference on Self-Study of Teacher Education Practices, East Sussex, England, August 1-5. Badali, S. (2009). Interprofessional Education Practicums: Re-thinking the Faculty “Advising” Role. Paper presented at the annual conference of the Canadian Society for the Study of Education, May 23-26, Carleton University, Ottawa, Ontario. Badali, S. (2008). Collaborative interprofessional field experiences. Paper presented at the Seventh International Conference on Self-Study of Teacher Education Practices, East Sussex, England, August 3-7. Badali, S. (2008). The role of the practicum in pre-service teacher education: Current practices, innovations, and needed research. Symposium at the annual conference of the Canadian Society for the Study of Education, University of British Columbia, May 31-June 3. With David Mandzuk (University of Manitoba), Shawn Bullock, Andrea Martin, Tom Russell (Queen’s University), and Tony Clarke (University of British Columbia). Badali, S. (2008). A study of practicum-related stresses in 4th year student teachers: A Canadian context. Paper presented at the annual conference of the Canadian Society for the Study of Education, University of British Columbia, May 31-June 3. Badali, S. (2007). Stress associated with being a student teacher: Field experience contexts. Paper presented at the annual conference of the Canadian Society for the Study of Education, University of Saskatchewan, Saskatoon, SK, May 26-29. Badali, S. (2006). Technology-mediated learning: Implications for teacher educators. Paper presented at the Sixth International Conference on Self-Study of Teacher Education Practices, Herstmonceux, East Sussex, England, July 30-August 3. Badali, S. (2006). Technology-mediated learning: Implications for pre-service teachers and teacher educators. Paper presented at the annual conference of the Canadian Society for the Study of Education, York University, Toronto, Ontario, May 27-30. Badali, S. (2005). Exploring pre-service teachers’ conceptions of professional knowledge: A narrative inquiry approach. Paper presented at the annual conference of the Canadian Society for the Study of Education, London, Ontario. Badali, S. (2005). Towards social justice: Teacher education program renewal. Paper presented at Teacher Education for the Schools We Need Conference, Ontario Institute for the Study of Education/University of Toronto, Toronto, Ontario. Badali, S. (2004). Exploring tensions in the lives of professors of teacher education: A Canadian context. Paper presented at the Annual Conference of the Canadian Society for the Study of Higher Education, University of Manitoba, Winnipeg, Manitoba, May 30-June 1.

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Badali, S. (2004). Exploring pre-service teachers’ conceptions of professional knowledge: Implications for teacher education. Paper presented at the Fifth International Conference on Self-Study of Teacher Education Practices, Herstmonceux, East Sussex, England, June 27-July 1. Badali, S. (2002). Insights into the lives of professors of teacher education: A Canadian context. Paper presented at the annual conference of the Canadian Society for the Study of Education, University of Toronto, Toronto, Ontario. Badali, S. (2000). The internship seminar: Towards building a community of teachers and learners. Paper presented at the annual conference of the Canadian Society for the Study of Education, University of Alberta, Edmonton, Alberta. Badali, S. (2000). The off-campus residential experience: Student and faculty perspectives. Presentation at the annual conference of the Western Canadian Association for Student Teaching, University of Regina, Regina, Saskatchewan. Badali. S. (1999). Post secondment blues. Paper presented at the annual conference of the Canadian Society for the Study of Education, University of Sherbrooke, Sherbrooke, Quebec. Badali, S. (1999). What happens when classroom teachers become university-based teacher educators? Paper presented at the annual conference of the Canadian Society for the Study of Education, University of Sherbrooke, Sherbrooke, Quebec. Badali, S. (1998). Seconded teachers as teacher educators. Paper presented at the annual conference of Canadian Society for the Study of Education, University of Ottawa, Ottawa, Ontario. Badali, S. (1998). Seconded teachers in teacher education: Roles, relationships, and careers. Paper presented at the annual conference of The Western Canadian Association for Student Teaching, University of Victoria, Victoria, B.C. Badali, S., & Kindler, A. (1998). Between theory and practice: Case studies for learning to teach. Paper presented at the annual conference of The Western Canadian Association for Student Teaching, University of Victoria, Victoria, B.C. Badali, S. (1997). Perspectives on learning to teach: The roles of seconded teachers in a pre-service teacher education program. Paper presented at the annual conference of the Canadian Society for the Study of Education, Memorial University, St. John’s, Nfld. Badali, S. (1996). Seconded teachers as teacher educators: Perceptions of knowledge of practice and ways of professional development. Paper presented at the annual conference of the Canadian Society of the Study of Education, Brock University, St. Catharines, Ontario. Badali, S. (1996). Seconded teachers as teacher educators: Views on pre-service

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teacher education. Paper presented at the annual conference of The Western Canadian Association for Student Teaching, University of Saskatchewan, Saskatoon, SK. Badali, S., & Housego, B. (1996). A design for bridging teacher-teacher educator skills. Presentation at the annual conference of The Western Canadian Association for Student Teaching, University of Saskatchewan, Saskatoon, SK. Badali, S. (1994). Power and authority relationships in the practicum: Cooperating teachers’ perspectives. Paper presented at the annual conference of the Canadian Society for the Study of Education, University of Calgary, Calgary, Alberta. Badali, S. (1994). Power and authority relationships in the practicum: Cooperating teachers’ perspectives. Paper presented at the annual conference of The Western Canadian Association for Student Teaching, University of Manitoba, Winnipeg, Manitoba (with M. McNay). Invited Presentations (Paper presented)

Badali, S. (2002). Exploring qualitative research methods. Presentation at the Learning from Practice: An Exchange of Teacher Knowledge and Research Conference, Dr. Sterling McDowell Foundation, Sponsored by the Saskatchewan Professional Development Unit, November 15-16, Saskatoon, SK. Badali, S. (May, 2001). Biting into the apple: Insights into the lives of professors of teacher education. Sponsored by the Centre for the Study of Teacher Education, University of British Columbia. Badali, S. (June, 2000). Revisioning a teacher education program. Presentation and paper presented at Teacher Education Workshop, Northern Teacher Education Program (NORTEP), La Ronge, Saskatchewan. Badali, S. (May, 2000). What orientation(s) towards teaching and teacher education should be emphasized in the University of Regina’s teacher education program? Paper presented at the Teacher Education Symposium, University of Regina. Other Presentations Badali, S. (October, 2011) Engaging in Self-Study Practices, Brandon University, Department of Graduate Studies Seminar Badali, S. (April, 2007). Preparing for internship: Roles and expectations, University of Regina Badali, S. (January, 2006). Pre-internship issues and challenges, University of Regina

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Cherland, M., & Badali, S. (January, 2006). Faculty of Education Middle Year’s Teacher Education Program Renewal, Saskatchewan Middle Year’s Teacher Subject Association Badali, S. (November, 2002). Insights into qualitative research practices, ED 910, University of Regina Badali, S. (March, 2002). Trends in educational research, ED 810, University of Regina Badali, S. (March, 2001) My qualitative research journey, ED 810, University of Regina Badali, S. (October, 2000). New directions: New possibilities for EPS 100. Saskatchewan Urban Native Teacher Education Program (SUNTEP) Faculty Retreat Badali, S. (November, 2000). Towards writing a thesis: Avoiding pitfalls, ED 810, University of Regina

Badali, S. (August, 2000). Navigating a new professional life: Problems and possibilities. University of Regina, Faculty of Education Fall Seminar/Retreat

Badali, S. (November, 1999). Reflections on the research process: Understanding messy Relationships, ED 810, University of Regina Badali, S. (November, 1999). Seconded teachers as university-based teacher educators: Luxury or necessity? Saskatchewan Instructional Development & Research Unit (SIDRU) Noon Seminars, University of Regina RECREATIONAL INTERESTS Marathon running, travel, gardening