Dr. Clarke spent a number of years as a classroom teacher in Australia before coming to Canada to work with beginning teachers, classroom teachers, and university instructors at UBC. He is involved in a number of projects, including the CITE elementary teacher education initiative. In recent years he has become increasingly involved in supporting SoTL inquiries by local, national, and international faculty members. Further, he has worked on a number of international projects supporting the work of pre-service teachers, graduate students, and faculty members. When not actively involved in these endeavours, Dr. Clarke participates behind the scenes in various capacities often involving new ways of exploring teacher education initiatives, for example the annual Investigating Our Practices (IOP) conference, as part of his work for the Centre for the Study of Teacher Education.
Mena, J., & Clarke, A. (forthcoming). The Mentoring Profile Inventory Grid: Thinking Differently About Classroom Teachers Who Work With Teacher Candidates on Practicum. In T. Barkatos and T. McLaughlin (Eds.), Championing Cutting-Edge 21st Century Mentoring and Learning Models and Approaches. Sense Publishers: Rotterdam.
Clarke, A. (forthcoming). Teaching As A Learned Profession: The Evolution of Inquiry in a Teacher Education Program. Reconceptualizing Teacher Education Worldwide: A Canadian Contribution to a Global Challenge. University of Ottawa Press: Ottawa.
Faikhamta, C., & Clarke, A. (in press). Thai Cooperating Teachers’ Motivations and Challenges in Supervising Student Teachers During Their Internship Program. Kasetsart Journal of Social Sciences.
Wang, F., Clarke, A., Webb, A. (in press). Tailored for China: did it work? Reflections on an intensive study abroad programme for Chinese student teachers. Teachers and Teaching.
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.
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 Education, 39(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.
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 http://www.kwantlen.ca/TD/Current_Issue.html
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 theScholarship of Teaching & Learning in Higher Education, 1(1). Retrieved from http://ir.lib.uwo.ca/cjsotl_rcacea/vol1/iss1/2
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.