Dr. Edward Howe
Position: Associate Professor
Affiliation: Curriculum Studies
Phone: 250 371 5526
LinksHomepage URL: www.tru.ca/edsw/research/k-16-research-development-network.html
InterestsEdward (Ted) Howe is an Associate Professor of Curriculum Studies in the School of Education at Thompson Rivers University. Dr. Howe's teaching focuses on social justice issues, global citizenship education, and transformational learning. He is part of the BEd Secondary STEM team and is excited to be doing action research with teacher candidates in our new program. For more information, please see his teaching portfolio:
Howe, E. R. (2018, April). Action Research in Initial Teacher Education: DigiPen Project-Based Learning. Paper presented at the annual meeting of the American Educational Research Association (AERA), New York, NY.
Howe, E. R. (2017). Experience, Education and Story: A transcultural teacher narrative. In M. Etherington (Ed.), What Teachers Need to Know: Topics of inclusion (pp. 272-285). Oregon: Wipf and Stock.
Research InterestsDr. Howe's main research interests are within teacher education and comparative and international education. He received a Social Sciences and Humanities Research Council of Canada Doctoral Fellowship to study Japan's teacher acculturation. He has been awarded a number of TRU research awards including an IRF and SSHRC Accelerator Fund, facilitating the study of internationalization of higher education. Since joining TRU in 2014, Dr. Howe has been engaged with community development research projects, funded through the TRU Community Development Research Fund. These projects include partnerships with School District 73 (DigiPen Project Based Learning); Big Little Science Centre and Mitacs (Clean Air Research); and the Kamloops Music Collective (Kamloops Interior Summer School of Music-KISSM). These projects have also involved the mentoring of both domestic and international undergraduate and graduate students in action research. While Dr. Howe uses qualitative and quantitative research methodologies, he prefers to use comparative ethnographic narrative, a blend of narrative inquiry and reflexive ethnography. Recent publications include papers focused on transcultural teacher education, global citizenship education and an award-winning paper on narrative teacher education pedagogies.
EducationPh.D. in Comparative and International Education/Curriculum, Teaching and Learning, Ontario Institute for Studies in Education of the University of Toronto (OISE/UT). (2005)
M.A. in Educational Studies, University of British Columbia (UBC). (2000)
Bachelor of Education (Secondary), UBC. (1992)
Bachelor of Science (Physics), UBC. (1988)
Howe, E. R. (2014). A Narrative of Teacher Education in Canada: Multiculturalism, Global Citizenship Education and Bridging the Theory/Practice Divide. Special 40th Anniversary Issue of The Journal of Education for Teaching: International Pedagogy and Practice (JET), 2014 Vol. 40(5), 588-599.
Howe, E. R. (2014). Global Citizenship Education from Across the Pacific: A narrative inquiry of transcultural teacher education in Japan. Cultural and Pedagogical Inquiry, 6(1), 25-42.
Howe, E. R. & Xu, S. J. (2013). Transcultural Teacher Development to Foster Dialogue Among Civilizations: Bridging Gaps between East and West. Teachers and Teacher Education: An International Journal of Research and Studies, 36, 43???53.
Howe, E. R. (2013). Alternatives to a Master's Degree as the new Gold Standard in Teaching: A narrative inquiry of global citizenship teacher education in Japan and Canada. Journal of Education for Teaching: International Research and Pedagogy, 39(1), 60-73.
Howe, E. R. (2009). Internationalization of Higher Education in East Asia: A comparative ethnographic narrative of Japanese universities. Research in Comparative and International Education, 4(4), 384-392. Available online at: http://www.wwwords.co.uk/RCIE/content/pdfs/4/issue4_4.asp
Howe, E. R. (2008). Teacher induction across the Pacific: a comparative study of Canada and Japan. Journal of Education for Teaching: International Research and Pedagogy, 34(4), 333-346.
Howe, E. R. (2006). Effective Teacher Induction: An international review. Educational Philosophy and Theory, 38 (3), 287-297.
Howe, E. R. (2005). Japan's teacher acculturation: A comparative ethnographic narrative of teacher induction (PhD Abstract). Compare, 35(3), 339.
Howe, E. R. (2005). Japan's teacher acculturation: critical analysis through comparative ethnographic narrative. Journal of Education for Teaching: International Research and Pedagogy, 31(2), 121-131.
Howe, E. R. (2004). Secondary teachers' conceptions of critical thinking in Canada and Japan: A comparative study. Teachers and Teaching: Theory and Practice, 10(5), 505-525.
Howe, E. R. (2003). Curriculum studies within the context of comparative, international and development education. Canadian and International Education Journal, 32(2), 1-14.
Howe, E. R. (2002/3). Canadian and Japanese secondary teachers' values: A cross-cultural comparative study. Japanese Society, 6, 115-143.
Howe, E. R. (2014). Alternatives to a Master's Degree as the new Gold Standard in Teaching: A narrative inquiry of global citizenship teacher education in Japan and Canada. In L. la Velle (Ed.), Masterliness in the Teaching Profession (pp. 60-73). London: Routledge.
Howe, E. R. & Arimoto, M. (2014). Narrative Teacher Education Pedagogies From Across the Pacific. In C. Craig & L. Orland-Barak (Eds.), International Teacher Education: Promising Pedagogies Advances in Research on Teaching (Part A), Vol. 22, 217-236. New York: Emerald.
Howe, E. R. (2013) Book Review: Critical Perspectives on International Education, Canadian and International Education/Education canadienne et internationale: Vol. 42: Iss. 2, Article 7. Available at: http://ir.lib.uwo.ca/cie-eci/vol42/iss2/7
Howe, E. R. (2010). A Comparative Ethnographic Narrative Approach to Studying Teacher Acculturation. In V. L. Masemann & S. Majhanovich (Eds.), Papers in Memory of David N. Wilson: Clamouring for a Better World (pp. 121-136). Rotterdam: Sense Publishers.
Howe, E. R. (2010). Teacher induction across the Pacific: a comparative study of Canada and Japan. In E. R. Howe & S. Suzuki (Eds.), Asian Perspectives on Teacher Education (pp. 95-108). London: Routledge.
Howe, E. R. (2005). Japan's teacher acculturation: A comparative ethnographic narrative of teacher induction. Unpublished doctoral dissertation, University of Toronto.
Employment HistorySept 2014-present Assistant Professor, School of Education, TRU.
Oct. 2005-Sept. 2014 Assistant Professor, Faculty of Education, Utsunomiya University, Japan.
May 2003-March 2005 Lecturer, Shobi University, Saitama, Japan.
April 2003-Feb. 2004 Lecturer, Saitama Prefectural University, Saitama, Japan.
1993-2001 Secondary Science Teacher, Enver Creek Secondary & PMSS, Surrey School District.
1994-1997 Science Department Head, Princess Margaret Secondary School.
Summer 1993, 1995 Secondary Science Teacher, Full Credit Summer School, Surrey School District.
1992-1993 Secondary Science/Math Teacher, Queen Elizabeth Secondary, Surrey School District.
1990-1992 Assistant English Teacher, Toshima-ku and Shinjuku-ku School districts, Tokyo.
1989-1990 Secondary Science Teacher, Queen Elizabeth Secondary School.
Courses TaughtEducational Foundations Courses (History and Philosophy) in the BEd program at TRU: EDEF3100, EDEF3200, EDTL3100
MEd program courses at TRU: EDUC5030, EDUC5090
Courses taught previously include Narrative, Teaching Methods, Academic Writing, Applied Linguistics, Cross-Cultural Communication; and 2 classes of Educational Research (graduate students).
Professional Affiliations2009-present. American Educational Research Association (AERA Div. K & Narrative SIG)
2001-present. Canadian Society for the Study of Education (CSSE)
1997-present. Comparative & International Education Society (CIES)
2001-present. Comparative & International Education Society of Canada (CIESC)
2004-present. Canadian Association of Teacher Educators (CATE)