[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-598595-105":59,"doc-detail-598595-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","evolving-expectations-for-teaching-in-higher-education-in-canada","Evolving Expectations for Teaching in Higher Education in Canada","","The essay examines the absence of a national framework for expectations and certification of post-secondary teachers in Canada, contrasting it with existing models in the United Kingdom, the United States, and Canada’s own Ontario Baccalaureate and graduate degree learning-expectations framework. It proposes establishing a national, professionally led enabling framework through STLHE, outlining core curriculum areas for teacher training: core knowledge, classroom teaching skills, and evaluation of teaching practices.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/evolving-expectations-for-teaching-in-higher-education-in-canada/598595/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/evolving-expectations-for-teaching-in-higher-education-in-canada/598595.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the essay argue for a national framework for post-secondary teaching in Canada?","Question",{"text":112,"@type":113},"It notes that Canada lacks a national framework for expectations and certification for post-secondary teachers, and argues that formalizing effective teaching expectations would provide shared reference points and professional benefits.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What three curriculum areas should a framework of post-secondary teacher expectations include?",{"text":117,"@type":113},"The essay groups topics into core knowledge, classroom teaching skills, and evaluation of teaching practices.",{"name":119,"@type":110,"acceptedAnswer":120},"What kinds of core knowledge are expected of teachers in the proposed areas?",{"text":121,"@type":113},"It includes knowledge about institutional organization, learning theory and educational philosophy, curriculum development and course design, and creating positive learning environments.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598595,1792191300,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","3  \nEvolving Expectations for Teaching in Higher Education in Canada  \nGary A. Hunt  \nThompson Rivers University  \nAlan Wright  \nUniversity of Windsor  \nGeorge Gordon  \nUniversity of Strathclyde, Scotland  \nAlthough many Canadian universities offer graduate level training or certificates on teaching in higher education, there is no national framework of expectations or provision for national certification of post-secondary teachers. There are models of post-secondary teaching expectations in the United Kingdom and in elementary and secondary systems in both the US and Canada. In addition, many US universities have competency-based graduate teaching assistant programs. The province of Ontario has adopted a mandatory framework of learning expectations for Baccalaureate and graduate degrees for all publicly funded universities. The question we address in this essay is: Has our teacher training practice evolved to the point where we should look ahead to consider formalizing expectations of effective post-secondary teaching practices through a nationalframework?  \nIn our view, there is now sufficient interest within the Society for Teaching and Learning Higher Education (STLHE) to establish a working group that would initiate a national consultation to discuss the process and structure for formulating an enabling framework.  \nIntroduction  \nF ameacehwinogrkastreructwelulreesdabelcsrhibedign exNpoertationsh Amerforica andcoreinprtheofesUnitesionadlcKingdomompetencUKes fo) .r ExK-am12eesanhcelrusdien  \nQuebec (Gouvernement du Québec, 2001); core propositions for K-12 teachers in the US (National Board for Professional Teaching Standards, 2008); two schemes for post-secondary teachers in the UK; Staff and Educational Development AssociationProfessional Development Framework (SEDA-PDF, 2005); and the Higher Education Academy (HEA, 2007) .  \nCanada has no national framework of expectations in higher education. Many Canadian universities offer graduate level training or certificates on teaching in higher education. Each institution tailorsits training curriculum to meet the needs of its students and faculty. A national scheme formalizing our expectations for post-secondary teachers would have numerous benefits. These include having a nationally adopted reference framework for educational developers; transferability of certification across institutions; demonstrating to students and other stakeholders that we have an effective, professional teacher training network which supports student engagement and learning; and raising the professional profile of teaching and learning in higher education. Such a framework would permit institutions and programmes to develop unique approaches to teacher training, but within a framework of accepted educational outcomes. Non-regulatory, professionally led approaches to the development of such a framework appear to offer attractive and supportive opportunities for discussion.  \nTeacher Training and Development Curricula in Canada  \nOur survey of teacher training courses and programmes offered at 12 Canadian universities indicates that there is a core set of curriculum topics that are considered to be important across these institutions. This suggests that a framework of expectations for post-secondary teachers should include these subjects. Curriculum topics fall into three areas: core knowledge, classroom teaching skills, and evaluation of teaching practices.  \nThe important core knowledge expected of teachers includes information about institutional or-  \nganization, learning theory and educational philosophy, curriculum development and course design, and learning environments. Adequate discipline-specific content knowledge forms the basis of all teaching strategies.  \nKnowledge about institutions includes such things as administrative structure and policy, professionalism and ethics, the role of teaching in the institutional mission, and the obligations and opportunities for developing as a teacher at ","cbCaiutFBpxX7DRh","https://ap.wps.com/l/cbCaiutFBpxX7DRh","pdf",271241,"English","# Introduction\n# Teacher Training and Development Curricula in Canada\n# The Ontario Framework of Graduate Expectations","[{\"question\":\"Why does the essay argue for a national framework for post-secondary teaching in Canada?\",\"answer\":\"It notes that Canada lacks a national framework for expectations and certification for post-secondary teachers, and argues that formalizing effective teaching expectations would provide shared reference points and professional benefits.\"},{\"question\":\"What three curriculum areas should a framework of post-secondary teacher expectations include?\",\"answer\":\"The essay groups topics into core knowledge, classroom teaching skills, and evaluation of teaching practices.\"},{\"question\":\"What kinds of core knowledge are expected of teachers in the proposed areas?\",\"answer\":\"It includes knowledge about institutional organization, learning theory and educational philosophy, curriculum development and course design, and creating positive learning environments.\"}]","Evolving Expectations for Teaching in Higher Education in Canada | PDF",1792087223,18]