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Professor Clare Kosnik: A Select Bibliography

BOOKS

Beck, C., & Kosnik, C. (2014). Growing as a teacher: Goals and pathways of ongoing teacher learning. Rotterdam, The Netherlands: Sense.

Beck, C., & Kosnik, C. (2006). Innovations in teacher education: A social constructivist approach. Albany, NY: SUNY Press.

Kosnik, C., & Beck, C. (2011). Teaching in a nutshell: Navigating your teacher education program as a student teacher.  London, UK: Routledge.

Kosnik, C., & Beck, C. (2009). Priorities in teacher education: The 7 key elements of preservice preparation. London, UK: Routledge.

Kosnik, C., Freese, A., Samaras, A., &. Beck, C. (Eds.). (2006). Making a difference in teacher education through self-study: Studies of personal, professional, and program renewal. Dordrecht, The Netherlands: Springer.

Kosnik, C., Rowsell, J., Williamson, P., Simon, R., & Beck, C. (Eds.). (2013). Literacy teacher educators: Preparing student teachers for a changing world. Rotterdam, The Netherlands: Sense.

Kosnik, C., White, S., Beck, C., Marshall, B., Goodwin, L., & Murray, J. (Eds.) (2016). Building bridges: Rethinking literacy teacher education in a digital era. Rotterdam, The Netherlands: Sense.

Lassonde, C., Galman, S., & Kosnik, C. (Eds.). (2009). Self-study research methodologies for teacher educators. Rotterdam, The Netherlands: Sense.

Murray, J., & Kosnik, C. (Eds.). (2014). Academic work and identities in teacher education. London, UK: Routledge.

Samaras, A., Freese, A., Kosnik, C., & Beck, C. (Eds.). (2008). Learning communities in practice. Dordrecht, The Netherlands: Springer.
 

 

JOURNAL ARTICLES 

Beck, C., Hart, D., & Kosnik, C. (2002). The teaching standards movement and current teaching practices. Canadian Journal of Education, 27(2/3), 175-194.

Beck, C., & Kosnik, C. (2003). Contract staff in preservice teacher education. Teaching Education, 14(2), 187-200.

Beck, C., & Kosnik, C. (2002). Components of a good practicum placement: Student teacher perceptions. Teacher Education Quarterly, 29(2), 81-98.

Beck, C., & Kosnik, C. (2002). The importance of the university campus program in preservice teacher education: A Canadian case study. Journal of Teacher Education, 53(5), 420-432.

Beck, C., & Kosnik, C. (2002). Professors and the practicum: Involvement of university faculty in preservice practicum supervision. Journal of Teacher Education, 53(1), 6-19.

Beck, C., & Kosnik, C. (2001). From cohort to community in a preservice teacher education program. Teaching and Teacher Education, 17(8), 925-948.

Beck, C., & Kosnik, C. (2001). Reflection-in-action: In defence of thoughtful teaching. Curriculum Inquiry, 31(2), 217-227.

Beck, C., & Kosnik, C. (2000). Associate teachers in pre-service education: Clarifying and enhancing their role. Journal of Education for Teaching, 26(3), 207-224.

Beck, C., Kosnik, C., & Rowsell, J. (2007). Preparation for the first year of teaching: Beginning teachers' views about their needs. The New Educator, 3(1), 51-73.

Fletcher, T., Mandigo, J., & Kosnik, C. (2013). Elementary classroom teachers and physical education: Change in teacher-related factors during pre-service teacher education. Physical Education and Sport Pedagogy, 18(2), 169-183.

Goodwin, L. A., & Kosnik, C. (2013). Quality teacher educators = quality teachers?: Conceptualizing essential domains of knowledge for those who teach teachers. Teacher Development: An International Journal of Teachers' Professional Development 17(3), 334-346.

Kosnik, C. (2005). No teacher educator left behind: Impact of current U.S. policies and practices on my work as a researcher and teacher educator. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 1(2), 209-223.

Kosnik, C. (2002). Reflection in teacher education: It starts with me. Networks: An On-Line Journal for Teacher Research, 6(1), 1-17.

Kosnik, C. (2001). Effects of an inquiry-oriented program on a faculty member: Some critical incidents and my journey. Reflective Practice 2(2), 65-80.

Kosnik, C. (2000). Looking back: Six teachers reflect on the action research experience in their teacher education program. Action in Teacher Education, 22(2), 133-142.

Kosnik, C. (1999). The transformative power of the action research process: Effects of an inquiry approach to preservice teacher education. Networks: An On-line Journal for Teacher Research, 2(1), 1-22.
Kosnik, C. (1993). Everyone is a V.I.P. in this class. Young Children, 49(3), 32-36.

Kosnik, C., & Beck, C. (2008). In the shadows: Non-tenure-line instructors in preservice teacher education. European Journal of Teacher Education, 31(2), 185-202.

Kosnik, C., & Beck, C. (2008). We taught them about literacy but what did they learn? The impact of our preservice teacher education program on the practices of beginning teachers. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 4(2), 115-128.

Kosnik, C., & Beck, C. (2003). The contribution of faculty to community building in a teacher education program: A student teacher perspective. Teacher Education Quarterly, 30(2), 99-114.

Kosnik, C., & Beck, C. (2003). The internship component of a teacher education program: Opportunities for learning. The Teacher Educator, 39(1), 18-34.

Kosnik, C., & Beck, C. (2001). Current trends in teacher education in Ontario. Asia-Pacific Journal of Education, 4(1), 55-76.

Kosnik, C., & Beck, C. (2000). The action research process as a means of helping student teachers understand and fulfill the complex role of the teacher. Educational Action Research, 8(1), 117-138.

Kosnik, C., & Beck, C. (2000). Who should perish, you or your students? Dilemmas of research in teacher education. Teacher Education Quarterly, 27(2), 119-135.

Kosnik, C., Beck, C., Fletcher, T., & Cleovoulou, Y. (2009). Improving teacher education through longitudinal research: How studying our graduates led us to give priority to program planning and vision for teaching. Studying Teacher Education: A Journal of Self-Study of Teacher Education Practices, 5(2), 163-175.

Kosnik, C., Brown, R., & Beck, C. (2005). The preservice admissions process: What qualities do future teachers need and how can they be identified in applicants? The New Educator, 1(2), 101-123.

Kosnik, C., Cleovoulou, Y., Fletcher, T., Harris, T., McGlynn-Stewart, M., & Beck, C. (2011). Becoming teacher educators: An innovative approach to teacher educator preparation. Journal of Education for Teaching, 37(3), 351-363.

Kosnik, C., Dharmashi, P., Miyata, C., Cleovoulou, Y., & Beck, C. (2015). Four spheres of knowledge required: An international study of the professional development of literacy/English teacher educators. Journal of Education for Teaching, 4(1), 52-77.

Kosnik, C., Dharmashi, P., Miyata, C., Cleovoulou, Y., & Beck, C. (2014). Beyond initial transition: An international examination of the complex work of experienced literacy/English teacher educators. English in Education, 48(1), 41-62.

Kosnik, C., Menna, L., Dharmashi, P., Miyata, C., & Beck, C. (2013). A foot in many camps: Literacy teacher educators acquiring knowledge across many realms and juggling multiple identities. Journal of Education for Teaching, 39(5), 534-540.

Rowsell, J., Kosnik, C., & Beck, C. (2008). Fostering multiliteracies pedagogy through preservice teacher education. Teaching Education, 9(2), 109-122.

 

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BOOK/MONOGRAPH CHAPTERS 

Beck, C., Freese, A., & Kosnik, C. (2004). Learning through self-study in a professional setting: The preservice practicum. In J. Loughran, M. L. Hamilton, V. LaBoskey, & T. Russell (Eds.), International handbook of self-study of teaching and teacher education practices (Vol. 2, pp. 1259-1293). Dordrecht, The Netherlands: Kluwer Academic Publishers.

Beck, C., & Kosnik, C. (2006). The starting point: Constructivist accounts of learning. In K. Leithwood, P. McAdie, N. Bascia, & A. Rodrigue (Eds.), Teaching for deep understanding: What every educator needs to know (pp. 17-25). Thousand Oaks, CA: Corwin Press.

Beck, C., Kosnik, C., & Cleovoulou, Y. (2008). A whole-school approach to urban educational renewal: Community, collaboration, and leadership. In A. Samaras, A. Freese, C. Kosnik, & C. Beck (Eds.), Learning communities in practice (pp. 73-84). Dordrecht, The Netherlands: Springer.

Kosnik, C. (2008). Funny, this does not look like a community: Working collaboratively across borders and institutions. In A. Samaras, A. Freese, C. Kosnik, & C. Beck (Eds.), Learning communities in practice (pp. 219-230). Dordrecht, The Netherlands: Springer.

Kosnik, C. (2007). No teacher educator left behind: Impact of current U.S. policies and practices on a Canadian. In C. Deretchin & C. Craig (Eds.), International research on the impact of accountability systems (pp. 139-156). Lanham, MD: Rowman and Littlefield Publishing.

Kosnik, C. (2007). Still the same yet different: Enduring values and commitments in my work as a teacher and teacher educator. In T. Russell & J. Loughran (Eds.), Enacting a pedagogy of teacher education: Values, relationships and practices (pp. 16-30). London, UK: Routledge.

Kosnik, C. (1998). Conflicting and competing agendas: A school-university partnership for teacher education. In A. Cole, R. Elijah, & J. G. Knowles (Eds.), The heart of the matter: Teacher educators and teacher education reform (pp. 193-210). San Francisco, CA: Caddo Gap Press.

Kosnik, C. & Beck, C. (2012). Giving higher priority to subject content and pedagogy in pre-service education. In G. Galway, K. Goodnough, R. Kelly, & C. Badenhorst (Eds.), Inspiration and innovation in teaching and teacher education (pp. 161-174). Lanham, MD: Rowman & Littlefield.

Kosnik, C., & Beck, C. (2009). Teacher education for literacy teaching: Research at the personal, institutional, and collective levels. In D. Tidwell & M. Heston (Eds.), Research methods for the self-study of practice (pp. 213-229 ). Dordrecht, The Netherlands: Springer.

Kosnik, C., & Beck, C. (2005). Community-building and program development go hand-in-hand: Teacher educators working collaboratively. In G. Hoban (Ed.), The missing links in teacher education design: Developing a multi-linked conceptual framework (pp. 209-230). Dordrecht, The Netherlands: Kluwer.

Kosnik, C., & Beck, C. (2005). The impact of a preservice teacher education program on language arts teaching practices: A study of second-year teachers. In C. Kosnik, A. Freese, A. Samaras, &. C. Beck (Eds.), Making a difference in teacher education through self-study: Personal, professional, and program renewal (pp. 243-259). Dordrecht, The Netherlands: Springer.

Kosnik, C., & Beck, C. (2004). Teacher education in Ontario: Two decades of review and innovation. In Y. C. Cheng, K. W. Chow, &. M. Mok (Eds.), Reform of teacher education in Asia-Pacific in the new millennium: Trends and challenges (pp. 45-62). Dordrecht, The Netherlands: Kluwer Academic Publishers.

Kosnik, C., Beck, C., & Goodwin, L. (2016). Reform efforts in teacher education. In J. Loughran & M.L. Hamilton (Eds.), International handbook of teacher education (Vol. 1, pp. 267-308). Dordrecht, The Netherlands: Springer.

Kosnik, C., Cleovoulou, Y., & Fletcher, T. (2009). The use of interviews in self-study research. In C. Lassonde, S. Galman, & C. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 53-69). Rotterdam, The Netherlands: Sense.

Kosnik, C., Dharmashi, P., Miyata, C., Cleovoulou, Y., & Beck, C. (2016). You teach who you are: The experiences and pedagogies of literacy/English teacher educators who have a critical stance. In J. Lampert & B. Burnett (Eds.), Teacher education for high poverty schools (pp. 135-151). Cham, Switzerland: Springer.

Kosnik, C., Lassonde, C., & Galman, S. (2009). What does self-study research offer teacher educators? In C. Lassonde, S. Galman, & C. Kosnik (Eds.), Self-study research methodologies for teacher educators (pp. 225-239). Rotterdam, The Netherlands: Sense.

Kosnik, C. & Menna, L. (2013). Focusing our literacy courses around key questions and priorities: Using research to guide our course development. In C. Kosnik, J. Rowsell, P. Williamson, R. Simon, & C. Beck (Eds.), Literacy teacher educators: Preparing student teachers for a changing world (pp. 161-174). Rotterdam, The Netherlands: Sense.

Kosnik, C., Menna, L., & Bullock, S. (2017). Changing our practice and identity go hand-in-hand: A self-study of our efforts to infuse digital technology into our literacy courses. In A. Ovens & D. Garbett (Eds.), Being self-study researchers in a digital world: Future-oriented research and pedagogy in teacher education (pp. 47-60). Dordrecht, The Netherlands: Springer.

Kosnik, C., Menna, L., & Dharamshi, P. (2016). Reconceptualizing their teaching over time: Goals and pedagogies of mid--‐and later--‐career literacy/English teacher educators. In D. Tidwell and H. Gudjonsdottir (Eds.), Taking a fresh look at education: Framing professional learning in education through self-study (pp. 113-127). Rotterdam, The Netherlands: Sense.

Kosnik, C., & Rowsell, J. (2013). The shifting landscape of literacy teacher education: Working with integrity, commitment, skill, and vision. In C. Kosnik, J. Rowsell, P. Williamson, R. Simon, & C. Beck (Eds.), Literacy teacher educators: Preparing student teachers for a changing world (pp. 191-204). Rotterdam, The Netherlands: Sense.

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BOOK REVIEWS IN REFEREED JOURNALS 

Kosnik, C. (2008). [Review of the book Developing a pedagogy of teacher education: Understanding teaching and learning about teaching by J. Loughran]. Curriculum Inquiry, 38(4), 437-438.

Kosnik, C. (2000). Secrets and identity formation in the school context [Review of the book Childhood’s secrets: Intimacy, privacy and the self reconsidered by M. van Manen & B. Levering]. Curriculum Inquiry, 30(3), 375-387.

Kosnik. C. (1998). Forging a theory-practice connection: Primary teachers and teaching. [Review of the book Experimenting with the world: John Dewey and the early childhood classroom by H. Cuffaro]. Curriculum Inquiry, 28(2), 247-258.

 

 
Last updated: May 29, 2017  

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