Training and research

In 1975, our teacher training program was founded on the fundamental belief that Northern Education would require a cadre of trained Inuit teachers. The number of Inuit who have graduated from the program, and who now occupy key teaching and administrative positions, is a measure of the program's success. Over the years, a unique vision of education has crystallized around the following principles.

 

KSB-McGill Courses schedule 2013-2014 (English)

Teacher training must be designed in such a way as to minimize disruptions to family and community life that are fundamental to Inuit values. This is accomplished by designing intensive academic courses that can be offered to trainees in Northern communities. The courses are prepared by a team involving academic staff from McGill University and senior Inuit instructors. The result of this collaborative process is that teachers-in-training receive their courses in Inuktitut.

Just as it is crucial for Inuit children's self-esteem and cultural identity to have teachers of their own culture, it is equally important for teachers-in-training to be taught by Inuit instructors in their mother tongue.

The content of the teacher training program must be continuously evaluated and revised. As with course development, program and course evaluation is conducted on an ongoing basis by teams of social scientists from McGill University and senior Inuit educators.

Link: Photo album, 2008 summer session


Program Description

Teachers enrolled in the program are homeroom teachers in the early primary grades where the language of instruction is Inuktitut or they are subject specialists who teach at the upper primary and secondary levels in Inuktitut. There is also a physical education concentration in the certificate program.

Courses are taught in Inuktitut by trained Inuit instructors. Graduates of the 60 credit program receive the Brevet de l'Education du Loisir et du sport d'enseignement du ministère de l'Education du Québec (provincial teaching diploma) as well as the McGill Certificate in Education for First Nations and Inuit.

The teaching diploma is the teacher's legal qualification to work in schools where the language of instruction is Inuktitut. Graduates of the certificate program may apply for admission to the McGill B.Ed. for Certified Teachers program. Courses in the B.Ed. program are also offered in Inuktitut in Northern communities. For students who wish to study full-time, similar courses are offered in English at McGill University.


Admission

To be eligible candidates must:

i) be recommended by their local Education Committee and by the Training and Research Department; and
ii) hold regular teaching or trainee positions, or be regular substitute teachers; and
iii) follow courses organized by the Department on a regular basis; and
iv) work with itinerant or local counselors throughout the year; and
v) speak, read, and write Inuktitut fluently, and in the case of teachers teaching in French or English, show mastery of the second language; and
vi) be at least 21 years of age, or hold a D.E.S.


Academic Sessions

Academic courses are offered in the winter and summer.


Teaching Practice

Normally, a person interested in a teaching career spends the first year as trainee in the classroom of an experienced Inuk teacher. During that time the trainee will take up to four 3 credit courses and will also have the opportunity to plan and teach lessons on a regular basis. If the trainee is successful, s(he) will become eligible for available teaching positions.

Practical work in the classroom is as important as course work. Throughout the year, the teachers-in-training work closely with pedagogical counselors. Credits for certain courses are given only after successful application in the classroom.



Courses

A minimum of 60 credits is required to complete the program.

CERTIFICATE IN EDUCATION FOR FIRST NATIONS AND INUIT

REQUIRED COURSES

Academic Component

EDEC 203 Communication in Education
EDEC 260 Philosophical Foundations
EDEE 353 Teaching and Learning inthe Elementary Classroom
EDEM 202 Native Family Dynamicsand Supporting Institutions
EDPE 300 Educational Psychology
EDPI 341 Instruction in Inclusive Schools


Professional Component

Practicum - Students specializing in Physical Education will do a minimum of 6 credits in Physical Education settings.

EDFE 214 Aboriginal Education Practicum 1
EDFE 325 Aboriginal Education Practicum 2
EDFE 326 Aboriginal Education Practicum 3
EDFE 425 Aboriginal Education Practicum 4

COMPLEMENTARY COURSES

FOR ALL STUDENTS EXCEPT THOSE SPECIALIZING IN PHYSICAL EDUCATION

Academic Component

6 credits from the following:
EDEE 342 Intermediate Inuktitut Language
EDEE 249 Inuktitut Orthography and Grammar

6 credits from the following:
EDEA 242 Cultural Skills 1
EDEE 223 Language Arts

18 credits from the following (at least 12 credits should be in different suject areas with priority
given to List A):

List A

EDEE 230 Elementary School Mathematics
EDEE 241 Teaching Language Arts
EDEE 250 The Kindergarten Classroom
EDEE 270 Elementary School Science
EDEE 275 Science Teaching
EDEE 282 Teaching Social Studies
EDEE 291 Cultural Values and Socialization
EDEE 332 Teaching Mathematics 1
EDEE 355 Classroom-based Evaluation
EDEC 262 Media,technology and Education

List B

EDEA 241 Basic Art Media for Classroom
EDEC 200 Introduction to Inuit Studies
EDEC 220 Curriculum Development
EDEC 243 Teaching: Multigrade Classrooms
EDEC 244 Issues in Aboriginal Education
EDEC 403 The Dialects of Inuktitut
EDEE 240 Use and Adaptation of Curricula
EDEE 243 Reading Methods in Inuktitut/Cree
EDEE 247 Individualized Instruction
EDEE 248 Reading and Writing Inuktitut/Cree
EDEE 261 Reading Clinic – Early Childhood
EDEE 292 Instructional Resources
EDEE 340 Special Topics: Cultural Issues
EDEE 342 Intermediate Inuktitut/Amerindian Language
EDEE 344 Advanced Inuktitut/Amerindian Language
EDEE 345 Literature and Creative Writing 1
EDEE 346 Literature and Creative Writing 2
EDEE 444 First Nations and Inuit Curriculum
EDKP 204 Health Education
EDKP 224 Foundations of Movement Education
EDKP 342 Physical Education Methods
EDKP 494 Physical Education Curriculum Development
EDPE 377 Adolescence and Education
EDSL 247 Second Language Education in Aboriginal Communities

 

Training & Research Department

Eliana Manrique

Assistant Director

 

Eva Inukpuk

Coordinator

 

Audree Pepin-Houle

Administrative Technician

 

Lizzie Airo

Pedagogical Counsellor

 

Mae Makiuk

Executive Secretary