CHITPIN, Stephanie
Associate Professor
LMX 465
Telephone: (613) 562-5800-4146
email: Steph.Chitpin@uottawa.ca
Research interests and scholarly activities
Research interests
Dr. Chitpin's research topics include: teacher education, curriculum theory, classroom practice, practical knowledge, integration of e-portfolios into teacher education, qualitative research, reflective inquiry using the Objective Knowledge Growth Framework for pre-service curriculum design and evaluation of students and for classroom teachers.
Raised on the small island of Mauritius, Dr. Chitpin was born into a culture that forbade most women to go to school. At an early age, she was presented with two future careers: that of a nun, and that of a housewife. However, even as a young child, these paths seemed unfulfilling. She persuaded her parents to send her to school, to let her have a taste of education; once there, her avid desire to learn only grew stronger.
After completing high school, Dr. Chitpin made the bold decision to go to Canada; not the United States, nor England (both places home to many educated Mauritians), but Canada. Leaving with only the blessing of a single parent,went on to further her studies and to enroll ed in the Faculty of Education , at the University of Toronto (FEUT).
Dr. C hitpin is fully bilingual. She completed her Ph.D in 2003 in Curriculum Studies at the Ontario Institute for Studies in Education (OISE) of the University of Toronto.
She became an Assistant Professor in the University of Alabama in Huntsville Department of Education in 2003 before joining the Faculty of Education University of Ottawa. She taught in the French Immersion Program for more than a decade at both elementary and secondary levels for various school boards in Ontario. Dr. Chitpin now teaches in both pre-service teacher education and graduate programs.Dr. Chitpin has presented workshops on Professional Development at various schools in the Ottawa-Carleton District School Board. She is involved in ongoing research into contemporary issues that surround teaching and learning , bringing to light the role of paper and electronic portfolios in teacher professional development. Recently, she has conducted research on how the Objective Knowledge Growth Framework assist s both pre-service teachers and in-service teachers in creating and assessing goals, designing appropriate solutions to problems they encounter, as well as how these occurrences were are documented in their paper and electronic portfolios.
Teaching Fields
- Curriculum theory
- Introduction to research
- Reflective practice
- Educational leadership
Publications
Chapters in Peer-Refereed Books:
Evers, C., & Chitpin, S . (2003). “From Uncertainty to Knowledge Growth through Individual Reflection,” in Australian College of Educators, Teachers as Leaders in a Knowledge Society (The College Year Book, 2003), pp. 33‑44.
Papers in Refereed Journals:
Chitpin, S. , & Simon, M. (2006). Exploring the Popperian Framework in a Pre-Service Teacher Education Program. Teaching Education, 17 (3). 355-369.
Chitpin, S . (2006). The use of reflective journal in initial Teacher Training: A Popperian analysis. The Reflective Journal Practice, 7 (1), 73‑86.
Chitpin, S ., & Evers, C. W. (2005). The role of professional portfolios for teachers. Teachers and Teaching: Theory and Practice, 11 (4), 419‑433.
Chitpin, S . (2003). Authentic assessment of student work: The use of portfolios. Change: Transformations in Education, 6 (1), 70‑80.
Communication in Refereed Conference Proceedings:
Chitpin, S. , Simon, M. (2008). A critical analysis of the evidence of the Objective Knowledge Ggrowth Framework in teacher portfolios. Paris International Conference on Education, Economy & Society, Paris , France , July.
Chitpin, S. , Simon, M. (2008). The use of the Objective Knowledge Growth Framework for developing pre-service teachers' professional skills. Paris International Conference on Education, Economy & Society, Paris , France , July.
Chitpin, S. , Simon, M. & Galipeau, J. (2007). Pre-service teachers' reflective practices on behaviour management. The Society, Culture & Literacies Group of the Faculty of Education, University of Ottawa , ON , March.Chitpin, S. , & Simon, M. (2007). The teacher education reflective seminar and the professional portfolio. The American Educational Research Association, Chicago , Ill , April.
Chitpin, S. , & Simon, M. (2007). Pre-service teachers' reflective practices on behaviour management . The Canadian Society for the Study in Education, Saskatoon, SK, May.
White, R. & Chitpin, S. (2007). Self-directed professional inquiry and the principalship: The objective knowledge growth. The Canadian Society for the Study in Education, Saskatoon, SK, May.
Chitpin, S. , & Simon, M. (2006). Professional portfolio and pre-service teachers: A reflective practice. The Canadian Society for the Study in Education, Toronto, ON, May.
Chitpin, S. , & Enger, S. (2006). Scaffolding Reflective Practice with Pre-service Teachers. The American Educational Research Association, San Francisco , CA , April.
Chitpin, S. , & Enger, S. (2005). A Popperian analysis for guiding reflective practice in pre- service teachers. The Canadian Society for the Study in Education , London, May.
Chitpin, S. (2004). Exploring the Popperian Knowledge Building with Pre-Service. The Canadian Society for the Study in Education , Manitoba, May.
Chitpin, S. (2004). The role of professional portfolios for promoting teachers' growth. Hawaii International Conference , Honolulu , HI , January.
Chitpin, S. (2002). The use of professional portfolios for teachers' professional growth and development. The Hong Kong Educational Research Association Conference , Hong Kong, June.
Chitpin, S. (2002). Professional journeys: Reflecting on the role of portfolios in pre-service teacher education. OISE/UT Conference , Toronto, March.
White, R., & Chitpin, S. , (2001). Student portfolios: Changing the way we assess students in the twenty-first century. Canadian Society for the Study in Education , Quebec, May.