Anthony Clarke

Scarfe 305F



The Practicum
Cooperating Teachers


Dr. Clarke spent twelve years as a classroom teacher in Australia before moving to Canada to work with beginning teachers, classroom teachers, and university instructors at UBC.   He has a keen interest in all aspects of the practicum with a focus on teacher mentoring.

Along with his colleague, Professor Juanjo Mena from the University of Salamanca, Spain, he is responsible for the Mentoring Profile Inventory (MPI), a web-based professional development tool for practicum mentors that doubles as a research instrument for teacher educators (  The MPI is free and available online in nine languages.

Professor Clarke’s research interests also include teacher inquiry, teacher agency, teacher identity, study abroad, and faculty professional development.

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Selected Publications

Garcia, C., Badia, A., & Clarke, A. (forthcoming). The identity of the teacher as a mentor.  In C. Monereo, C. (Ed.), The Identity of Education Professionals: Positioning, Training & Innovation. Information Age Publishing: Charlotte, North Carolina, USA.

Clarke, A. (forthcoming). Teacher inquiry: By any other name. In  R. Tierney, F. Rizvi, G. Smith, K. Gutierrez. (Eds.), International Encyclopedia of Education (4th Edition) (xx-xx). Oxford: Blackwell.

Fu, G., & Clarke, A. (2021) The development and impact of teachers’ collective agency during Covid-19: insights from online classrooms in Canada and China, Educational Review, DOI: 10.1080/00131911.2021.1997921

Clarke, A., Fritzlan, A., & Robertson, S. (2021). Mentoring as a professional practice: Inquiry, sense-Making, and collaboration.  In J. Mena & A. Clarke (Eds.), Teacher Induction and mentoring: Supporting Beginner Teachers (197-220). London: Palgrave McMillan.

Mena, J., & Clarke, A. (2021). The mentoring profile inventory: A tool to exchange teachers’ professional experiences in different cultural contexts.  In B. Singh (Ed.), Professionalism in Education (101-107).  New Delhi Publishers: New Delhi, Kolkata.

Mena, J. & Clarke, A. (2021). Teacher Induction and Mentoring: Supporting Beginner Teachers. London: Palgrave McMillan.

Badia, A., & Clarke, A. (2021). The practicum-mentor identity in the teacher education context, Teaching Education, DOI: 10.1080/10476210.2021.1920910

Moghtadera, B., Strubbeb, L., Stangb, J., & Clarke, A. (2021). Paired teaching in higher education: Learning from science faculty.   International Journal for Academic Development.  DOI: 10.1080/1360144X.2021.1891904

Clarke, A., & Mena, J. (2021).  Isabella State University (ISU-Philippines) Mentoring Profile Report.  Centre for the Study of Teacher Education: Vancouver, British Columbia. (Available upon request)

Clarke, A., & Mena, J. (2021).  Australian Institute for Teaching and School Leadership (AITSL-Australia): National Mentoring Profile Report.  Centre for the Study of Teacher Education: Vancouver, British Columbia.  Available:

Clarke, A. (2020). Australian backyard visitors. In M. Mosavarzadeh & K. Morimoto (Eds.), Making – Place: International postcard exhibition (p. 33). InSEA Publications.

Clarke, A. (2020). Teaching as a learned profession: The evolution of inquiry in a teacher education program. In Phelan, A. M., Pinar, W. F., Ng-A-Fook, N., & Kane, R. (Eds.). (2020). Reconceptualizing Teacher Education: A Canadian Contribution to a Global Challenge (pp. 191-214). University of Ottawa Press.

Webb, A., Hubball, H., Clarke, A., & Ellis, S. (2020). Strategic approaches to SoEL inquiry within and across disciplines: Twenty-year impact of an international faculty development program in diverse university contexts. Global Research in Higher Education.  3(1), 1-24. DOI:

Clarke, A., Fan, X., Webb, A., & Zou, W. (2020). Becoming, belonging, and between: Unexpected outcomes and curricular implications for study abroad. Teaching and Teacher Education90, 103031.

Clarke, A., & Mena, J. (2020). An international comparative study of practicum mentors: Learning about ourselves by learning about others. Teaching and Teacher Education90, 103026.

Mena, J., & Clarke, A. (2020). The Mentoring Profile Inventory Grid: Thinking Differently About Classroom Teachers Who Work With Teacher Candidates on Practicum. In T. Barkatos & T. McLaughlin (Eds.), Championing Cutting-Edge 21st Century Mentoring and Learning Models and Approaches​ (pp. 6-26). Sense Publishers: Rotterdam.

Faikhamta, C., Mena, J. & Clarke, A. (2020). Mentors’ approach to practicum mentoring in the Spanish and Thai contexts: A two-cohort comparison using the Mentoring Profile Inventory.   International Journal of Mentoring and Coaching in Education, 9(2), 169-185.

Faikhamta, C., & Clarke, A. (2019). Thai Cooperating Teachers’ Motivations and Challenges in Supervising Student Teachers During Their Internship Program. Kasetsart Journal of Social Sciences, 40(3), 567-573.

Guopeng Fu & Anthony Clarke (2019) Moving beyond the agency-structure dialectic in pre-collegiate science education: positionality, engagement, and emergence, Studies in Science Education, 55:2, 215-256, DOI: 10.1080/03057267.2020.1735756

Wang, F., Clarke, A., Webb, A. (2019). Tailored for China: did it work? Reflections on an intensive study abroad programme for Chinese student teachers. Teachers and Teaching. 25(7), 800-820.

Songsil, W., Pongsophon, P., Boonsoong, B., & Clarke, A. (2019). Developing scientific argumentation strategies using revised argument-driven inquiry (rADI) in science classrooms in Thailand. Asia-Pacific Science Education, 5(7), 1-22.

Fu, G., & Clarke, A., (2019). Teachers’ moral agency under neoliberal influences: what is educationally desirable in China’s curriculum reform? Education Review, 71(1), 51-66.

Fu, G., & Clarke, A. (2019). Individual and collective agencies in China’s curriculum reform: A case of physics teachers. Journal of Research in Science Teaching, 56(1), 45-63.

Zhang, Q., Clarke, A., & Lee, J. (2018). Pre-Service Teachers’ Professional Identity Development Within The Context Of School-Based Learning To Teach: An Exploratory Study In China. The Asia-Pacific Education Researcher, 27(6), 477-486

Hu, W. & Clarke, A. (2018). The Chinese ‘Open Class’: A Detailed Rendering and Historical Account.  Asia Pacific Journal of Education, 38(2), 214-228.

Fu, G., & Clarke, A., (2018). Teacher identity in formation: History, social change, and a spiritual encounter.  The Negotiated Self: Employing Reflexive Inquiry to Explore Teacher Identity. Sense Publishers: Rotterdam.

Lu, L., Wang, F., Ma, Y., Clarke, A, & Collins, J. (2018). Exploring Chinese teachers’ commitment to being a cooperating teacher in a university-government-school initiative for rural practicum placements. In Liu. W., & Goh, C. (Eds.) Teachers’ Perceptions, Experience and Learning (pp. 34-55). Routledge: London. (Reprinted)

Hubball, H. T., Clarke, A., & Pearson, M. (2017). Strategic Leadership Development in Research-Intensive Higher Education Contexts: The Scholarship of Educational Leadership. In P. Tripathi and S. Mukerji (Ed.), Handbook of Research on Administration, Policy, and Leadership in Higher Education. PA: IGI Global. (pp. 1-19)

Fu, G., & Clarke, A. (2017). Teacher agency in Canadian context: Linking the how and the what. Journal of Education for Teaching, 43(5), 581-593.

Nielsen, W., Mena-Marcos, Juan-José, J., Clarke, A., O’Shea, S., Hoban, G., & Collins, J. (2017). Australia’s Supervising Teachers: Motivators and Challenges to Inform Professional Learning. Asia-Pacific Journal of Teacher Education, 45(4), 346-368.

Clarke, A. &, Collins, J. (2017). Comparative Work Within The Context of Practicum Settings: A First Look At What Motivates and Challenges Cooperating Teachers From Five Countries . In Xudong Zhu, Lin Goodwin and Huajun Zhang (Eds.) Quality of Teacher Education and Learning: Theory and Practice. Springer: Heidelberg. (pp. 17-34)

Mena, J., García, M., Clarke, A., & Barkatsas, A. (2016). An analysis of three different approaches to student teacher mentoring and their impact on knowledge generation in practicum settings. European Journal of Teacher Education39(1), 53-76.

Hales, A., & Clarke, A. (2016). So You Want To Be A Teacher Educator? The Job Advertisement as a Construction of Teacher Education in Canada. Asia Pacific Journal of Teacher Education, 44(4), 320-332.

Wang, F., & Clarke, A. Yu, W. (2016). Empty success or brilliant failure: An analysis of Chinese students’ study abroad experience in a collaborative Master of Education program. Journal for Studies in International Education, 20(2), 140-163.

Lv, L., Wang, F., Ma, Y., Clarke, A, & Collins, J. (2016). Exploring Chinese teachers’ commitment to being a cooperating teacher in a university-government-school initiative for rural practicum placements. Asia Pacific Journal of Education, 36(1), 34-55.

Clarke, A., Hubball, H., & Webb, A. (2016). Developing institutional leadership for scholarly approaches to Graduate Supervision: Lessons learned in a Canadian Research-intensive University. In P. Blessinger & D. Stockely (Eds.) Emerging Directions in Doctoral Education. Emerald Group Publishing: United Kingdom. (pp. 281-300)

Mena-Marcos, J., & Clarke, A. (2015). Eliciting teachers’ practical knowledge through mentoring conversations in practicum settings: A propositional discourse analysis (PDA). In Mentoring for Learning (Eds. Tillema, H., van der Westhuizen, G., & Smith, K.). Sense Publishing. Rotterdam: Netherlands. (pp. 47-78)

Hubball, H.T., Clarke, A., Webb, A., & Johnson, B. (2015). Developing institutional leadership for the scholarship of teaching and learning: Lessons learned with senior educational leaders in multinational research-intensive university settings. International Journal for University Teaching and Faculty Development, 4(4), 237-253.

Clarke, A., & Elfert, M. (2015). Surprising That Anyone Would Want To Be a Cooperating Teacher. Education Canada 56(2), 1-5.  Available:“surprising-anyone-would-want-be-cooperating-teacher.

Faikhamta, C., & Clarke, A. (2015). Thai Pre-Science ScienceTeachers Engaging in Action Research During Their Fifth Year Internship. Asia Pacific Journal of Education, 35(2), 259-273.

Hubball, H., Clarke, A., Chng, H., & Grimmett, P. (2015). The scholarship of educational leadership in research-intensive university contexts: Implications for promotion and tenure supervision. Asian Journal of the Scholarship of Teaching and Learning, 5(2), 92-107.

Clarke. A. (2014). 研究型教师教育: 教育学本科培养计划 的历史分析及启示 (Researching Teacher Education: Lessons Learned from an Undergraduate Education Program).  Journal of Teacher Education (China), 1(5), 5-14.

Clarke, A. (2014). What If I Had Said “No”. In Cohen, A, Bai, H, Leggo, C. Porath, M., Meyer, K., Clarke, A. (Eds.). Speaking of Learning: Recollections, Revelatinos, and Realizations.  Sense Publishers: Rotterdam, (pp. 103-116).

Cohen, A, Bai, H, Leggo, C. Porath, M., Meyer, K., Clarke, A. (Eds.) (2014) . Speaking of Learning: Recollections, Revelatinos, and Realizatins.  Sense Publishers: Rotterdam.

Clarke, A., Triggs, V., & Nielsen, W. (2014). Cooperating Teacher Particpation in Teacher Education: A Review of the LIterature. Review of Educational Research, 84(2), 163-202.

Wang, F., & Clarke, A. (2014).  Practicum Experiences During Curriculum Reform in China.  International Journal of Educational Development, 86, 108-116.

Hubball, H, Pearson, M., & Clarke, A. (2013). SOTL Inquiry In Broader Curricula And Institutional Contexts: Theoretical Underpinnings And Emerging Trends. International Society For The Scholarship Of Teaching and Learning, 1(1), 41-57.

MacKinnon, A., Clarke, A., & Erickson, G. (2013). What We Owe to Donald Schon: Three Educators in Conversation. Phronesis, 2(1), 89-99.

Hubball, H, Clarke, A., & Pratt, D. (2013).  Foster Scholarly Approaches to Peer-review of Teaching in Research-intensive University. In Salter, D. (Ed.) Cases on Quality Teaching Practices in Higher Education. IGI Global: PA. (pp. 191-211)

Faikhamta, C., & Clarke, A. (2013) A Self-Study of a Thai Teacher Educator Developing a Better Understanding of PCK for Teaching about Teaching Science Through Attempts to Develop Science Student Teachers’ PCK. Research in Science Education, 43, 955-979.

Hubball, H., Clarke, A., Pratt, D. (2013). Fostering Scholarly Approaches to the Peer-Review of Teahcing in Research-Intensive Universities. In Salter, D. (Ed.). Cases of Quality Teaching Practices in Higher Education. IGI Global: PA. (pp. 191-211).

Chaliès , S., Escalié , G., Bertone, S., & Clarke, A. (2012). Learning ‘Rules’ of Practice Within the Context of the Practicum Triad: A Case Study of Learning to Teach. Canadian Journal of Education, 35(2), 3-23.

Jantarakantee, E., Roadrangka V., and Clarke, A. (2012). Pre-Service Science Teachers’ Understandings of Classroom Research and the Problems in Conducting Classroom Research Projects. US-China Education Review. 2(1), 112-120.

Clarke, A. (2012). Distractions. In Cohen, A,, Porath, M., Clarke, A., Bai, .H, Leggo, C., & Meyer, K. Eds.). Speaking of Teaching: Inclinations, Inspirations, and Innerworkings. Sense Publishers: New York.. (pp. 52-54).

Clarke, A. (2012). Burgeo and back: Catching oneself in the act of being attentive to pedagogy. In Cohen, A,, Porath, M., Clarke, A., Bai, H., Leggo, C., & Meyer, K. (Eds.). Speaking of Teaching: Inclinations, Inspirations, and Innerworkings. Sense Publishers: New York. (pp. 55-62).

Cohen, A,, Porath, M., Clarke, A., Bai, .H, Leggo, C., & Meyer, K. (Eds.) (2012) . Speaking of Teaching: Inclinations, Inspirations, and Innerworkings. Sense Publishers: New York.

Clarke, A., Collins, J., Triggs, V., & Neilsen, W. (2012). The mentoring profile inventory: An online professional development resource for cooperating teachers. Teaching Education. 23(2), 167-194.

Vratulis, V., Clarke, A., Erickson, G., and Hoban (2011). Additive and Disruptive Pedagogies: The Use of “Slowmation” as an Example of Digital Technology Implementation. Teaching and Teacher Education. 27(8), 1179-1188.

Martinuk, S., Clarke, A., & Erickson, G. (2011). Reconceptualizing the teaching of physics for non-majors: Learning ffrom instructor-driven reform. In Corrigan, D., Dillon, J., Gunstone, R. (Eds.), The professional knowledge base of science teaching. (pp.243-558)

Neilsen, W., Clarke, A., Triggs, V., & Collins, J, (2011), The Teacher Education Conversation: A Network of Cooperating Teachers. Canadian Journal of Education, 33(4), 837-868.

Brennan, K, & Clarke, A. (2011). The Jarod Phenomenon and intergenerational learning in a teacher education context. Asia Pacific Journal of Teacher Education, 39(2), 125-137.

Hubball, H.T., & Clarke, A. (2011). Scholarly approaches to peer-review of teaching: Emergent frameworks and outcomes in a research-intensive university. Transformative Dialogues Journal 4(2). Retrieved from

Hubball, H.T., & Clarke, A. (2010). Diverse methodological approaches and considerations for SoTL in higher education. Invited Peer-reviewed Essay for inaugural issue. Canadian Journal of the Scholarship of Teaching & Learning in Higher Education, 1(1). Retrieved from

Erickson, G., Naylor, C., Clarke, A. (Eds.) (2011). Living in a Smartboard World. Centre for the Study of Teacher Education (UBC): Vancouver.

Erickson, G., & Clarke, A. (2011). Why learning in a community is necessary and not just nice. In (Eds.) Erickson, G., Naylor, C., Clarke, A. & the Livingston Inquiry Group. Living in a Smartboard World. Centre for the Study of Teacher Education (UBC): Vancouver. (pp.166-181)

Hubball, H.T., Clarke, A., & Poole, G. (2010). Ten-year reflections on mentoring SoTL research in a research-intensive university. International Journal for Academic Development 15(2), 117-129.

Hopper, T., Sanford, K., & Clarke, A. (2009). Chapter 15: Game-as-teacher and game-play: Complex learning in TGfU and Videogames. In T. Hopper, J. Butler & B. Storey (Eds.), TGfU…Simply Good Pedagogy: Understanding a Complex Challenge (pp. 246). Ottawa: Physical Health Education (Canada).

Clarke, A. (2009). Teachers in Comparative Perspective. In Lawrence, S.J., & Dworkin, A.G. (Eds.). The New International Handbook of Teachers and Teaching. New York: Springer. (pp. 527-538)

Clarke, A., & Erickson, G. (2009). Cohort learning and complexity thinking: The case of the CITE teacher education programme. In C. Craig & L. Deretchin (Eds.), Teacher educators’ Yearbook XVII: Teacher learning in small group settings. Lanham, MD: Rowman & Littlefield Education.(pp. 127–145)

Najafi, H., & Clarke, A. (2008). Web-supported communities for professional development: Five cautions. Contemporary Issues in Technology and Teacher Education, 8(3), 1-30.

Collins, S., & Clarke, A. (2008). Activity frames and complexity thinking: Honoring both public and personal agendas in an emergent curriculum. Teaching and Teacher Education. 24(4) , 1003-1014.

Clarke, A. (2007). Turning the Professional Development of Cooperating Teachers On Its Head: Relocating that Responsibility Within the Profession. Educational Insights, 2(3), 1-10.

Mitchell, J., Clarke, A., Nuttall, J. (2007). A comparative analysis of Australian and Canadian cooperating teachers’ perspectives on their role in practicum settings. Asia-Pacific Journal of Teacher Education. 35(1), 5-25.

Clarke, A., & Collins, S (2007). Complexity Theory and the Supervision of Student Teachers on Practicum. Teaching and Teacher Education. 23(2), 160-172.

Young, J., Hall, C., & Clarke, A. (2007). Challenges to University Autonomy in Initial Teacher Education Programmes: The Cases of England, Manitoba and British Columbia. Teaching and Teacher Education. 23(1), 81-93.

Clarke, A. (2006). The nature and substance of cooperating teacher reflection. Teaching and Teacher Education, 22(7), 910-921.

Bertone, S., Chaliès, S., & Clarke, A., & Méard, J. (2006). The dynamics of interaction during post-lesson conferences and the development of professional activity: Study of a preservice physical education teacher and her cooperating teacher. The Asia-Pacific Journal of Teacher Education, 34(2), 245-264.

Clarke, A., Erickson, G., Collins. S., & Phelan, A. (2005). Complexity Science and Cohorts in Teacher Education. Studying Teacher Education, 1(2), 159-177.

Clarke, A., & Jarvis-Selinger, S. (2005). What the teaching perspectives of cooperating teachers tell us about their advisory practices. Teaching and Teacher Education, 21(1), 65-78.

Clarke, A. & Collins, J., (2004). Carl Glickman’s supervisory belief index: A cautionary note. Journal of Curriculum and Supervision, 20(1), 76-87.

Clarke, A., & Erickson, G. (2004). Self-study: The fifth commonplace. Australian Journal of Education, 48(2), 199-211.

Hubball, H.T., Clarke, A., and Beach, A. (2004). Assessing faculty learning communities. New Directions for Teaching and Learning, 97(Spring), 87-100.

Clarke, A. (2003).   Characteristics of cooperating teachers. Canadian Journal of Education, 26(1), 237-256.

Hubball, H, & Clarke. A. (2002). Development and evaluation of a physical education methods course as an immersion experience for student teachers in an elementary school setting. Physical and Health Education Journal, 68(2), 42.

Bodin, L, & Clarke, A. (2002). Teacher-on-call: A beginning teacher’s perspective. Journal of Professional Studies, 9(2), 8-19.

Clarke, A. & Hubball, H. (2001). A physical education methods course as an immersion experience in an elementary school setting. Avante, 7(2), 11-27

Clarke, A. & Robertson, A. (2001). Lifting the corner of the research rug: A case for meta-interviews in qualitative research. Teaching and Teacher Education, 17(7), 773-782.

Clarke, A. (2001). The landscape of teacher education: Critical points and possible conjectures. Teaching and Teacher Education, 17(5), 599-611.

Clarke, A. & Reicken, T. (2001). A school advisor association: Seeking ways to substantively change the role played by classroom teachers in pre-service teacher education. The Alberta Journal of Educational Research, 46(4), 346-355.

Clarke, A. (2000). An advisor practicum for practicum advisors: A follow-up study. Teaching Education, 11(2), 131-146.