Anne Phelan is a Professor in the Department of Curriculum and Pedagogy, and co-Director of the Centre for the Study of Teacher Education, at the University of British Columbia. Her research focuses on the intellectual and political freedom of K-12 teachers and on the creation of teacher education programs and policies that support that end. Her work has explored (a) the relationship between language, subjectivity, and practice; and (b) the dynamic of judgment and responsibility; and (c) the paradoxes of autonomy (creativity and resistance) in teacher education and in professional life. Her current SSHRC-funded research, with Dr. Melanie Janzen (University of Manitoba), examines the anxiety of obligation in teaching and its relationship to teacher attrition.
Phelan, A., Pinar, W., Ng-A-Fook, N., and Kane, R. (Eds.) (Forthcoming). Reconceptualizing Teacher Education Worldwide: A Canadian Contribution to a Global Challenge.
Clarke, M., Phelan, A., Back, S. (Eds.) (2018). The Virtues of Initial Teacher Education: Ethical Practice in an Era of Performativity. Research in Education: Theory, Policy and Practice, April.
Clarke, M. & Phelan, A. (2017). Teacher Education and the Political: The Power of Negative Thinking. London: Routledge Press.
Phelan, A. (2015). Teacher Education and Curriculum Theorizing: Complicating Conjunctions. London: Routledge Press.
Phelan, A. & Sumsion, J. (Eds.) (2008). Critical Readings in Teacher Education: Provoking Absences. The Netherlands: Sense Publishers
Journal Articles and Book Chapters:
Phelan, A. (2017). Unlearning with Hannah: Study as a curriculum of second thoughts. In Claudia Ruitenberg (Ed.) Reconceptualizing Study in Educational Discourse and Practice. (pps. 23-39) London: Routledge Press.
Phelan, A., Smits, H. & Yang Ma. (2015). Philosophical issues in initial teacher education. In Thomas Falkenberg (Ed.). Handbook of Canadian Research in Initial Teacher Education. Ottawa, ON: Canadian Association for Teacher Education. (pps. 227 – 244). ISBN 978-0-9947451-3-2. Retrievable from http://www.csse-scee.ca/associations/about/cate-acfe
Janzen, M. & Phelan, A. (2015). The emotional toll of obligation and teachers’ disengagement from the profession. Alberta Journal of Educational Research, Vol. 61, 3. 347-350.
Clarke, M. & Phelan, A. (2015). The power of negative thinking in and for teacher education. Power and Education, Vol. 7, No. 3, 257-271.
Russelbaek Hansen, D., Phelan, A. & Qvortrup, A. (2015). Teacher education in Denmark and Canada in an era of ‘neutrality’. Transnational Curriculum Inquiry, Vol. 12, No. 1, 40 – 55.
Phelan, A. (2011). Towards a complicated conversation: Teacher education and the curriculum turn. Pedagogy, Culture & Society, Vol. 19, No. 2, 207-220.
Phelan, A.(2010). “Bound by recognition:” Some thoughts on professional designation for teachers. Asia-Pacific Journal of Teacher Education, Vol. 38, No. 4, 317-329.
Phelan, A. (2009). The ethical claim of partiality: Practical wisdom, the disciplines and teacher education. Journal of Curriculum Studies, Vol.41, Issue 1, 93-114, February. (2008 electronically)
Pitt, A. & Phelan, A. (2008). Paradoxes of autonomy in professional life. Changing English, Vol. 15, No. 2, June, 189-197.
Hurlock, D., Barlow, C., Phelan, A., Myrick, F., Sawa, R., Rogers, G. (2008). Falls the shadow and the light: Liminality and natality in social work education. Teaching in Higher Education, 13 (3), 291-301.
Coulter, D., Coulter, D., Daniel, M., Decker, E., Essex, P., Naslund, J., Naylor, C., Phelan, A., & Sutherland, G. (2008). A question of judgment: A response to “Standards for the Education, Competence and Professional Conduct of Educators in British Columbia.” Educational Insights, Vol.11(3).
Barlow, C. & Phelan, A. (2007). Peer collaboration: A model to support counsellor self-care. Canadian Journal of Counselling, 41 (1), 3-15.
Sawa R.J., Phelan, A., Myrick, F. Barlow, C., Rogers, G. & Hurlock, D. (2006). The anatomy and physiology of conflict in medical education: A doorway to diagnosing the health of medical education systems. The Medical Teacher, 28 (8), e204-e213. http://dx.doi.org/10.1080/01421590600969462.
Phelan, A., Barlow, C., Hurlock, D., Myrick, F., Rogers, G. & Sawa, R. J. (Published in 2006 under 2005 edition of journal). On the edge of language: Truth, falsity and responsibiliity in teacher education. Journal of the Canadian Association of Curriculum Studies, 3(2), 103-126.
Barlow, C., Phelan, A., Rogers, G., Sawa, R. J., Hurlock, D., & Myrick, F. (2006). Virginia: A story of conflict in social work field education. Affilia: A Feminist Social Work Journal, 21(4), 380-391.
Myrick, F., Phelan, A., Barlow, C., Sawa, R. J, Rogers, G., & Hurlock, D. (2006). Conflict in the preceptorship or field experience: A rippling tide of silence. International Journal of Nursing Education Scholarship, 3(1). http://www.bepress.com/ijnes/vol3/iss1/art6/
Phelan, A., Barlow, C., & Iversen, S. (2006). Occasioning learning in the workplace: The case of peer collaboration. Journal of Interprofessional Care, 20 (4), 1-10. August.
Phelan, A., Sawa, R., Barlow, C., Hurlock, D., Myrick, F., Rogers, G. & Irvine, K. (2006). Violence and subjectivity in teacher education. Asia Pacific Journal of Teacher Education, 34(2), 161-179.
Phelan, A. (2005). A fall from (someone else’s certainty): Recovering practical wisdom in teacher education. Canadian Journal of Education, 28(3), 339-358.
Clarke, A., Erickson, G., Collins, S., & Phelan, A. (2005) Complexity science and cohorts in teacher education. Studying Teacher Education: A Journal of Self-Study in Teacher Education Practices, 1(2), 159-177.
Phelan, A. (2004). Rationalism, complexity science and curriculum: A cautionary tale. Complicity: An International Journal of Complexity and Education, 1(1), 19-30.
Phelan, A., Harrington, A., & Mercer, E. (2004). Creating a culture of continuous learning in the workplace: The case of a research partnership. Journal of Workplace Learning, 16(5), 275-283.
Phelan, A. & Luu, D. (2004). Learning difference in teacher education. Journal of the Canadian Association of Curriculum Studies. 2 (1), 175-196. Spring.
EDCP 602A: Doctoral Seminar—Conceptualizing Research in Curriculum and Pedagogy