In the spring of 2002 the Ontario College of Teachers began a research project in order to foster awareness of the Standards of Practice for the 187,000 teachers in the province. Case work, in
which 18 teachers representative of the College's membership wrote narratives describing their
professional dilemmas, was the methodology chosen.
Goldblatt, P., & Smith, D. (2004). Illuminating and facilitating professional knowledge through case work. European Journal of Education, 27(3), pp. 335-354.
The Investigation Committee and Discipline Committee have approved the use of a new guide to assist in their review of incompetence matters arising from unsatisfactory teacher performance appraisals (TPAs).
This guide is a narrative-based resource to help facilitate professional inquiry into the standards through mathematics.
Professional inquiry assists educators to critically explore practices that are laden and interwoven with multifaceted complex ethical dimensions.