University of Calgary

Patricia Danyluk

  • Senior Instructor

Currently Teaching

 F2021 - EDUC 530 - Indigenous Education


Dr. Danyluk joined the Werklund School of Education in 2014 after working at the Laurentian School of Education for 10 years. She completed her PhD at Laurentian University, her Master’s in Adult Education at St. Francis Xavier and her B.Ed. at Nipissing University. Her PhD research examined the role children and youth play in the development of classroom management for student teachers. Prior to this, she worked as a Teacher, College Professor, Human Resources Consultant and a Manager for the Manitoba Government.

Research & Scholarly Activity

Dr. Danyluk’s research focuses on teacher development specifically as it relates to the practicum. Throughout her career, Dr. Danyluk has been involved with remote northern communities mostly in northern Manitoba and Ontario. Her research examines the development of new teachers in remote, rural and Indigenous communities and she has travelled throughout northern Canada to gather their stories. 

Current Projects:

Social Positioning and Self Identity of Beginning Female Teachers in Rural and Remote Canada


Laurentian University

Master’s Adult Education
St. Francis Xavier

Bachelor of Education
Nipissing University

Human Resources Certificate
University of Alberta

Bachelor of Arts
Laurentian University

Professional & Community Affiliations

Dr. Danyluk has served as the Chair of the Practicum Committee and Research Committee while at Laurentian University. In addition she was a member of the Awards Committee, Teacher Education Liaison Committee, Teacher Education Advisory Committee, Risk Watch Committee and the Learning Disabilities Association of Sudbury. Danyluk worked with the Learning Disabilities Association of Sudbury to establish a Coaching Program that matched pre-service teachers with students who have learning disabilities.

  • Canadian Association of Teacher Education
  • Ontario College of Teachers
  • B.C. College of Teachers



Burns, A., Danyluk, P., Kapoyannis, T., & Kendrick, A. (2020). Leading the pandemic practicum: One teacher education response to the COVID-19 crisis. International Journal of E-Learning and Distance Education, 35(2), 1-25 

Danyluk, P. & Burns, A. (2020) Adapting course assignments to online postings for rural and remote students in a Bachelor of Education program. In K-12 Online Learning E-Book Collection. Hershey, P.A.: IGI Global.

Danyluk, P. & Burns, A. (2020) Adapting course assignments to online postings for rural and remote students in a Bachelor of Education program. In L. Wilton & C. Brett (Eds.) Handbook of Research on Online Discussion-Based Teaching Methods. (pp. 55-72). Hershey, P.A.: IGI Global.http://doi:10.4018/978-1-7998-3292-8.ch003

Danyluk, P. J., Burns, A., Crawford, K., & Hill, S. L. (2020). Preservice teachers’ perspectives of failure during a practicum. Teaching Education, (pp. 1-14). DOI:10.1080/10476210.2019.1693536.

Danyluk, P., Burns A., & Scott, D. (2019). Social positioning and self-identity of female pre-service teacher in rural and remote Canada. Canadian Association for the Study of Adult Education. 80-82. file:///Users/patriciadanyluk1/Downloads/2019_CASAE_Proceedings.pdf

Poitras Pratt, Y., Danyluk, P., Beech, S., Charlebois, S., Evans, C., Fehr, A., Neilson, A., & Sanregret, A. (2019). Pathfinders: Realizing reconciliation through lessons learned. Papers on Postsecondary Learning and Teaching: Proceedings of the University of Calgary Conference on Learning and Teaching, 3, 95- 102.

Scott, D., Burns, A., Danyluk, P., & Uler-Krol, S. (2018). Evaluating the Effectiveness of Academic Writing Interventions in a Community-Based B.Ed. Program. Journal of E-Learning & Distance Education. 33(2), (pp.1-20).

Hill, S.L., Burns, A., Danyluk, P., & Crawford, K. (2018). Critical conversations on reflexive inquiry in field experiences.  In E. Lyle (Ed.), The Negotiated Self: Employing Reflexive Inquiry to Explore Teacher Identity (pp. 183-196). Leiden, Netherlands: Brill Sense Publishers.

Danyluk, P. (2018). Relational classroom management: Lessons learned from Teachers in Indigenous Communities. In S. Singer & M.J. Harkins (Eds). Educators on diversity, social justice and schooling: A reader. Toronto, ON: Canadian Scholars' Press.

Poitras-Pratt, Y., & Danyluk, P. (2018). Transforming pre-service teacher practices and beliefs through First Nations, Metis and Inuit critical service-learning experiences. In Lund, D., & K. Grain (Eds). Wiley International Handbook of Service-Learning for Social Justice. Boston, MA: Wiley.

Poitras Pratt, Y., Lalonde, S., Hansen, A., & Danyluk, P. (2017). Responding to the Calls to Action: Indigenizing a Graduate Program. Preciado, B. Armando, P., Yeworiew, L. & Soroush, S. IDEAS 2017: Leading Educational Change. (pg. 103-112). Calgary, Canada: Werklund School of Education, University of Calgary.

Poitras-Pratt, Y., & Danyluk, P. (2017). Learning what schooling left out: Making an Indigenous case for critical-service learning and critical pedagogy in teacher education. The Canadian Journal of Education. 40 (1), (pp. 1-24).

Burns, A., & Danyluk, P. (2017). Applying Kolb's Model to a Non-traditional Pre-service Teaching Practicum. Journal of Experiential Education. (pp. 1-15)., P.,

Danyluk, P., & Burns, A. (2016). Building New Teacher Capacities Through an Innovative Practicum. In M. Hirschkorn & J. Mueller (Eds.) What should Canada's teachers know? Teacher capacities: Knowledge, beliefs and skills (pp. 192-212). Ottawa, ON: Canadian Association for Teacher Education.

Poitras Pratt. Y., & Danyluk, P. (2016, May). Moving Toward Critical Service Learning as a Signature Pedagogy in Aboriginal Communities: Why Good Intentions are not Enough. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. IDEAS 2016: Designing for Innovation Selected Proceedings. Paper presented at IDEAS 2016: Designing for Innovation, Calgary, Canada (pg 102-110). Calgary, Canada: Werklund School of Education, University of Calgary.

Burns, A., & Danyluk, P. (2016, May). Learning to Teach on a Construction Site: Applying Kolb's Model to the Student Teaching Practicum. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. IDEAS 2016: Designing for Innovation Selected Proceedings. Paper presented at IDEAS 2016: Designing for Innovation, Calgary, Canada (pg. 61-70). Calgary, Canada: Werklund School of Education, University of Calgary.

Danyluk,  P. J., Gwekwerere, Y. N., MacEwan, L., Larocque, S.,&  Luhanga, F. (2015). Failure to fail in a pre-service teaching practicum. The Canadian Journal for the Scholarship of Teaching and Learning. 6(3).

Danyluk, P. J., & Sheppard, G. (2015). Early teaching experiences in northern, remote, or First Nation, Métis and Inuit communities. In L. Thomas & M. Hirschkorn, (Eds.) Change and progress in Canadian Teacher Education: Research on recent innovations in teacher preparation in Canada (pp. 217-250). E-book published by the Canadian Association for Teacher Education at

Danyluk, P., & Sheppard, G. (2015). Preparing Bachelor of Education Candidates to Teach in Ontario’s Northern, Remote, First Nations, Métis and Inuit Communities. Toronto: Higher Education Quality Council of Ontario.’s-Northern-Remote-First-Nations-Métis-and-Inuit-Communities.aspx

Crang, C.,&  Danyluk, P. (2014). Introduction. In G. Sheppard (Ed.), Creating Circles of Hope in Teacher Education (pp. 5-6). Laurentian E-Press, Sudbury, ON.

Sheppard, G., & Danyluk, P., (2014). Concurrent education and transition to teaching: The Laurentian Experience 2007-14. In G. Sheppard (Ed.), Creating Circles of Hope in Teacher Education (pp. 37-52). Laurentian E-Press, Sudbury, ON.

Danyluk, P.J. (2014). The role of children and youth in teaching student teachers how to teach. In M. N. Warehime (Ed.) Soul of Society: A Focus on the Lives of Children & Youth (Sociological Studies of Children and Youth, Volume 18). Emerald Group Publishing Limited, pp.115 – 132.

Luhanga, F. L., Larocque, S., MacEwan, L., Gwekwerere, Y. N., & Danyluk, P. (2014). Exploring the issue of failure to fail in professional education programs: A multidisciplinary study.  Journal of University Teaching & Learning Practice, 11(3), 1-24.

Danyluk, P. J. (2013). The role of the pre-practicum in lessening student teacher stress: Student teachers perceptions of stress during practicum. Action in Teacher Education, 35:5-6, 323-334. Manassas Park, VA: Taylor & Francis.

Danyluk, P. (2013). Interdisciplinary verses disciplinary approaches: Why it matters in Classroom management. Reguigui, A. (Ed.), Human Science Monograph Series. Laurentian University.

Danyluk, P. J. (2012). Preparing student teachers to be educators of children and youth: Perspectives of associate teachers. Action in Teacher Education, 34, 500-513 Manassas Park, VA: Taylor & Francis

Danyluk, P. J., Buley, J. M., & van der Giessen, E. G. (2009). The concurrent education program at Laurentian University: What have we learned from the first graduating class? Journal of Teaching and Learning, 6(1): 39–53.


  • Danyluk, P., Kendrick, A., & Kapoyannis, T. (2020-2021). Online Teaching Excellence Award. Werklund School of Education.
  • Danyluk, P. (2016-2019). University of Calgary Teaching Scholars Award. Taylor Institute for Teaching and Learning.
  • Danyluk, P. (2013). Recognition Award for Theses and Dissertations on Teacher Education. Canadian Association for Teacher Education (CATE). June 3, 2013.

Media Work

  • Danyluk, P. (2012). Researcher of the Week: The Role Children and Youth Play in Teaching Student Teachers’ Classroom Management. CBC Radio Interview. April 16, 2012. Sudbury, ON.
Powered by UNITIS. More features.