Margaret McNay, Western University
Associate Professor
Education
London, Ontario
mmcnay@uwo.ca
Office:
(519) 661-2111 ext. 88558
Bio/Research
As a member of a faculty of education, my research interests range widely over topics in teacher education and teacher development, the practicum, science education, and curriculum. Twice I have researched and evaluated the practicum program in our Faculty. I have worked with a local school distr...
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Bio/Research
As a member of a faculty of education, my research interests range widely over topics in teacher education and teacher development, the practicum, science education, and curriculum. Twice I have researched and evaluated the practicum program in our Faculty. I have worked with a local school district on the development of an induction program for beginning teachers, studied issues concerning male elementary school teachers, and written about power relationships between student teachers and associate teachers in the practicum. My most recent publication (forthcoming, Winter 2007) concerns the possibility of developing a ìvisionî of education in preservice student teachers through mentoring by their associate teachers.
I am a teacher and university professor. I began my professional career at the age of 18 with a class of 36 grade 4 and 5 students from a poor neighbourhood on the edge of the Fraser River in Surrey, British Columbia. I loved teaching children, and for a long time could not imagine doing anything else. There were other interests and careers to explore, however, and these led me to doctoral studies in cell biology, a masters degree in science education, and faculty positions at St. Thomas University in Fredericton, at the University of Alberta in Edmonton, and, eventually, at the Faculty of Education here at Western.
As a sessional lecturer, I taught Biology in the Department of Zoology at UBC for a year, and science education in the Faculty of Education there. In other times and places, I have taught general teaching methods, curriculum studies, and curriculum and instruction in language arts, maths, and science. I worked with student teachers in rural New Brunswick, Fredericton, and St. John, and in urban and suburban schools in Edmonton. I spent a term with the University of Alberta's Morning Star native teacher education program, living and working at Blue Quills school near St. Paul, Alberta.
While doing biological research at UBC, I read the history, philosophy, and sociology of science, and began to form my ideas about the nature of science. At Western Washington, I studied and critiqued all the best science curricula of the day, and began to struggle with different conceptions of curriculum. I was particularly attracted to the writings of the so-called reconceptualist school, but found much of value in other orientations as well. At the University of Alberta, Max van Manen introduced me to phenomenology, hermeneutics, and the world of qualitative research methods, and Ted Aoki introduced me to critical theory and humanistic ways of thinking about curriculum and curriculum evaluation. I bring all this background to my teaching and research here at Western.
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I am a teacher and university professor. I began my professional career at the age of 18 with a class of 36 grade 4 and 5 students from a poor neighbourhood on the edge of the Fraser River in Surrey, British Columbia. I loved teaching children, and for a long time could not imagine doing anything else. There were other interests and careers to explore, however, and these led me to doctoral studies in cell biology, a masters degree in science education, and faculty positions at St. Thomas University in Fredericton, at the University of Alberta in Edmonton, and, eventually, at the Faculty of Education here at Western.
As a sessional lecturer, I taught Biology in the Department of Zoology at UBC for a year, and science education in the Faculty of Education there. In other times and places, I have taught general teaching methods, curriculum studies, and curriculum and instruction in language arts, maths, and science. I worked with student teachers in rural New Brunswick, Fredericton, and St. John, and in urban and suburban schools in Edmonton. I spent a term with the University of Alberta's Morning Star native teacher education program, living and working at Blue Quills school near St. Paul, Alberta.
While doing biological research at UBC, I read the history, philosophy, and sociology of science, and began to form my ideas about the nature of science. At Western Washington, I studied and critiqued all the best science curricula of the day, and began to struggle with different conceptions of curriculum. I was particularly attracted to the writings of the so-called reconceptualist school, but found much of value in other orientations as well. At the University of Alberta, Max van Manen introduced me to phenomenology, hermeneutics, and the world of qualitative research methods, and Ted Aoki introduced me to critical theory and humanistic ways of thinking about curriculum and curriculum evaluation. I bring all this background to my teaching and research here at Western.
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