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Curriculum, Teaching  & Learning



Antoinette Gagne
Associate Professor

phone: (416) 978-0283
email: antoinette.gagne@utoronto.ca  
website: http://www.oise.utoronto.ca/mlc/gagne.htm
website: http://wordpress.oise.utoronto.ca/diversityinteaching/

Departments:
Curriculum, Teaching and Learning

Centre for Educational Research on Languages and Literacies
Secondary Education


Research Overview

Dr. Antoinette Gagné is an Associate Professor with the Department of curriculum, Teaching, and Learning at OISE and, from 2005 to 2012 was the director of the Concurrent Teacher Education Program with a very diverse population of teacher candidates at the University of Toronto. As Academic Advisor for the OISE Student Success Centre from 2005 onward, Antoinette has had the opportunity to work closely with a team of 10 to 15 doctoral candidates to meet the academic and cultural needs of undergraduate and graduate students in education. Dr. Gagné is also involved in research with immigrant teachers and learners along with colleagues in a number of immigrant receiving countries including Scotland, England, Iceland, Norway, Sweden, Finland and Australia. She has also been a member of the Advisory Board for Teach in Ontario, a bridging program for internationally educated teachers in Ontario.

She has received numbers of internal and external grants including those from SSHRC, Canadian Heritage, and TESOL International Research Foundation. Several of these funding projects have led to video resources embedded on the ESL Infusion and Diversity in Teaching websites. One example is a research project entitled “Closing the Gap: Exploring Strategies to Build Positive Relationships between Parents from Low-voice Immigrant Communities and Teachers of these Communities,” funded by Canadian Heritage. Another project entitled “The Impact of Infusing ESL Issues and Teaching Strategies in Pre-service Teacher Education Programs” examined how pre-service teacher education programs can prepare teachers for the ever-increasing multilingual and diverse student population in schools in North America.

Dr. Gagné has written extensively about diversity issues in education and the experiences of immigrant children, teachers and families in the Canadian education system.


Curriculum Vitae

http://www.oise.utoronto.ca/Curriculum_Vitae/Antoinette_Gagne_CV.pdf

Academic History

Ph.D. OISE, University of Toronto, Curriculum, 1994
M.Ed. McGill University, Education, 1982
B.Ed. McGill University, Education, 1977

Teaching Overview

Dr. Gagné has taught the following courses at OISE:

CTL 3017 Supporting English Language Learners
CTL 3001 Research Colloquium in Language and Literacies Education
CTL 3999 The Proseminar in Language and Literacies Education
CTL 3999 Action Research
CTL 7006 Reflective Teaching and Inquiry into Research in Education
CTL 3999 Special Topics in Second Language Education: Practicum in College
and University Teaching
CTL 3002 The Methodology and Organization of Second Language Teaching
CTL 3012 Communicative Competence
CTL 3024 Second Language Teacher Education
CTL 3798 Individual Reading and Research in Second Language Education:
Master’s and Doctoral Levels
CTL 3797 Practicum in Second Language Education Master’s and Doctoral
Levels


Representative Publications

Gagné, A., Kjorven, O., and Ringen, B-J. (Eds) (2009). Teacher Diversity in Diverse Schools – Challenges and Opportunities for Teacher Education. Oslo, Norway: Oplandske Bokforlag.

Gagné, A. (Editor) (2008). Growing New Roots: The Voices and Reflections of Immigrant Teens – Resource Book for Educators, English Language Learners and Immigrant Teens. Toronto, ON: OISE. 

Gagné, A. and Inbar-Lourie, O. (to appear later in 2016). Multiple perspectives on language proficiency development of non-native English-speaking teacher candidates in Canada and Israel in Research on English Language Teacher Education and Professional Development edited by Jodi Crandall and MaryAnn Christison. Routledge/Taylor & Francis.

Gagné, A. Chassels, C. and McIntosh, M.  (2015). Plurilingual teachers and their experiences navigating the academy: Lessons and strategies for equity, Australian Review of Applied Linguistics.

Gagné, A. and Soto Gordon, S. (2015). Leadership Education for English Language Learners as Transformative Pedagogy. Intercultural Education Journal.

Gagné, A., Herath, S. and Valencia, M. (to appear in 2016). Strategies to Engage and Transform Teacher Learners in an Online Course in Creative Practices in Curriculum and Teaching in the 21st Century (working title), co-edited by Jill Cummings and Mary Blatherwick. University of Toronto Press

Gagné, A., Herath, S. and Valencia, M. (to appear later in 2016). Autobiographical creation: A powerful professional development strategy for teachers in Creative Practices in Curriculum and Teaching in the 21st Century (working title), co-edited by Jill Cummings and Mary Blatherwick. University of Toronto Press.

Gagné, A. and Schmidt, C. (2015). Internationally Educated Teacher Candidates in Canadian Faculties of Education: When Diversity ≠ Equity in the Handbook of Canadian Research in Initial Teacher Education edited by Thomas Falkenberg.

Chanicka, J. and Gagné, A. (2015). Our journey at Aldergrove Public School - Social justice praxix in one Canadian elementary school. Intercultural Education 

Gagné, A. and Schmidt, C. (2014). Meaningful processes and products in educational research for diversities: A duoethnographic inquiry. The International Journal of Education for Diversities. Volume 3.

Gagné, A. and Soto Gordon, S.  (2014). Participatory Action Research in a High School Drama Club – A Catalyst for Change Among English Language Learners in Canada. In Methodologies for Investigating Diversity (in Education): International Perspectives edited by Geraldine Smyth and Ninetta Santoro. London, England: Trentham Press.

Gagné, A. and Soto Gordon, S.  (2014). Learning about Self and the World Beyond: Cultural, Religious and Social Justice Clubs in High Schools.  In Inquiry Into Practice: Learning Global matters in Local Classrooms edited by Carol Rolheiser, Mark Evans and Mira Gambhir. Toronto: OISE, University of Toronto.

Gagné, A. & Valencia, M. (2013). Developing Teacher Candidates’ Target Language Proficiency in a Policy and Institutionally Supportive Environment: Challenges and Opportunities. In Language Teachers and Teaching: Global Perspectives, Local Initiatives edited by Selim Ben Said and Lawrence Jun Zhang. Routledge Publishers.

Gagné, A. and Soto Gordon, S.  (2013).  Social justice for English Language Learners at Parkdown Secondary School in Canada. In Learning Spaces for Social Justice: international perspectives on exemplary practices from preschool to secondary school Edited by Hanna Ragnarsdóttir and Clea Schmidt. London, England: IOE Press.

Gagné, A., and Thomas, R. (2012). Language portfolio design for a concurrent teacher education program in Ontario, Canada. Synergies Europe.

Gagné, A. and Soto Gordon, S.  (2011). Growing New Roots: Coming Together - New Immigrant and Canadian Teenagers. In Inquiry Into Practice: Reaching Every Student Through Inclusive Curriculum edited by C. Rolheiser, M. Evans and M.Gambhir, OISE, University of Toronto.

Gagné, A. and Soto Gordon, S. (2009). Growing New Roots: Reflections of Immigrant Teenagers in Canada in Collaboration for Change edited by Carol Rolheiser. OISE. University of Toronto.

Gagné, A. (2009). Preparing Diverse Teachers for Diverse Learners: Issues, Experiences and New Directions. In Teacher Diversity in Diverse Schools – Challenges and Opportunities for Teacher Education edited by A. Gagné, O. Kjorven,  B-J. Ringen. Oslo, Norway: Oplandske Bokforlag.

Gagné, A. and Soto Gordon, S. (2009). Growing New Roots: Reflections of Immigrant Teenagers in Canada in Collaboration for Change edited by Carol Rolheiser. OISE. University of Toronto.

Gagné, A., & Eidoo, S. (2006). Closing the gap: Strategies for building positive relationships between immigrant parents and teachers. In C. Rolheiser (Ed.), Creative Connections - School University Partnerships Publication, OISE/UT, Toronto.

Gagné, A. Schmidt, C. and Gambhir, M. (2005). Language and Culture Skills for New Canadian Teachers. In C. Rolheiser (Ed.) Connections - School University Partnerships Publication, OISE/UT, Toronto.

Honours and Awards

2007 OISE / University of Toronto, Distinguished Contribution to Teaching Award

Professional Activities

Dr. Gagné is active in curriculum consultation, grant application review and academic review: