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News
A Night of Innovation: Launching the Future of Teacher Education at WestCAST 2025
On February 18, 2025, the Faculty of Education officially launched the Centre for Research and Practice in Teacher Education at the WestCAST 2025 Opening Reception.
Dr. Pooja Dharamshi, the new Centre's director, led the official launch alongside Dr. Lilach Marom, Dr. Isabelle Côté, and research assistant Shaghayegh Bahrami. Their presentation highlighted the Centre’s mission and commitment to bridging research and practice in K-12 teacher education.
Dr. Dharamshi emphasized the Centre’s three key pillars:
Interdisciplinary Inquiry: Fostering collaborations between faculty, graduate students, educators, and policymakers.
Equity in Education: Addressing systemic barriers and advocating for inclusive pedagogies.
Bridging Theory and Practice: Ensuring research translates into meaningful, lived experiences for teachers and learners.
In her address, Dr. Marom discussed the complexities of teacher certification and mobility, exploring how international educators navigate diverse educational landscapes. Dr. Côté followed with a discussion on land-based learning and Indigenous pedagogies, reflecting on how pre-service teachers can engage meaningfully with place-based education. Lastly, Bahrami shared insights from research on alternative assessment methods in teacher education, highlighting the transformative potential of ungraded, multimodal portfolios.
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February 13, 2025
The Faculty of Education is proud to announce the launch of the Centre for Research and Practice in...
Student Gallery Walk: Multimodal reflections on Teaching and Learning
The Student Gallery Walk, an interactive exhibit featuring multimodal reflections from the Professional Development Program (PDP) student teachers, highlighted the creative inquiries of students in EDUC 400, a course that emphasizes alternative assessment, community engagement, and critical reflection in teacher education.
EDUC 400 encourages student teachers to go beyond traditional grading by engaging with artistic, philosophical, and social justice-oriented pedagogies. The gallery walk exemplified this approach, creating a space where research, identity, and practice converged in various artistic forms, including paintings, textiles, sculptures, and digital media.
Each participating student selected an artifact that best represented their learning journey, inviting attendees to engage in informal dialogue about the themes explored in their work.
Among the featured pieces:
"Weaving Together the Fundamentals of Education" by Corissa Grekul – A crochet textile illustrating the four pillars of EDUC 400: Indigenous Education, Inclusive Education, Intersecting Identities, and Experiential Learning.
"Reconciling the Relationship with the Land" by Ting Zheng – A sensory exploration of land-based learning and human connection to nature.
"More Than Us" by Sandie Sahota – A hand-embroidered dog coat symbolizing interconnectedness, inspired by Truth and Reconciliation.
This immersive gallery experience encouraged meaningful conversations about education, equity, and pedagogy, reinforcing the values of reflection and creative expression at the core of EDUC 400. Through their work, student teachers illustrated how artistic inquiry can be a powerful tool for understanding diverse perspectives and shaping inclusive classroom practices.
The Student Gallery Walk not only showcased the creativity and depth of PDP students but also demonstrated how EDUC 400 is transforming teacher education by prioritizing experiential learning, critical reflection, and multimodal storytelling.
A Collaborative Future
The evening brought together educators, scholars, and students in a celebration of research, artistic inquiry, and the evolving landscape of teacher education across Western Canada. Elder Granty Terri’s land acknowledgment set the stage for an evening of reflection, learning, and community engagement. The launch of the Centre reflects its mission to foster interdisciplinary collaboration and advance teacher education, equipping educators with the tools and insights needed to navigate today’s complex classrooms.
For those interested in participating and joining this evolving conversation, membership is open to SFU faculty, graduate students, K-12 educators, and community partners.
For more information or to become a member, contact teachereducation_research@sfu.ca