Office Phone: (416) 585-4460
Office Location: VC108A
Email: julia.forgie@utoronto.ca
Office Hours and/or Leave Status: Online and In-person appointments available by sign-up.
Degrees:
BA (Honours) - University of Toronto
MA, PhD - Ontario Institute for Studies in Education/University of Toronto
Julia Forgie is Associate Professor and Program Coordinator of the Education & Society program at Victoria College, University of Toronto, where she also coordinates the Vic One Education Stream. She holds a BA (Honours) in Sociology and Criminology from the University of Toronto (Victoria College) and an MA in Child Study and Education from OISE/University of Toronto. She completed her PhD in Developmental Psychology and Education at OISE, where her dissertation examined early childhood educators’ knowledge and teaching efficacy in early literacy instruction.
Julia is a certified Primary/Junior teacher in Ontario and brings extensive professional experience across diverse educational settings, including clinical programs, the University of Toronto laboratory school (JICS), and public and independent schools in Toronto. This practice-based background continues to inform her teaching and research.
Her research program focuses on teaching efficacy across educational contexts, with particular attention to teacher education, professional learning, and issues of equity, accessibility, and inclusion in teaching and learning. In recent years, her work has examined K–12 teachers’ and post-secondary instructors’ efficacy for teaching online, including during and following the COVID-19 pandemic, with a broader interest in how educators develop confidence and capacity to teach in changing and digitally mediated environments. She is also engaged in research related to experiential learning, international education, and mental health literacy in education.
Julia teaches across the Education & Society and Vic One Education Stream programs, including VIC 150H1 (Theories and Practices of Teaching: Theoretical Perspectives), EDS 261H1 (Child and Adolescent Development), EDS 356H1 (Multiliteracies in Education), EDS 360 H1/Y1 (Education Internship) and EDS 360H0/Y0 (International Education Internship).
Julia currently serves on the Board of Regents of Victoria University and is Chair of the Strategic Planning Committee for the Canadian Mothercraft Society, where she also services on the Board of Directors. Julia is a registered member of the Ontario College of Teachers and the College of Early Childhood Educators.
Selected Presentations and Publications:
- Forgie, J., Wang, M. & Salman, S. (2026 – Manuscript in Preparation).
Postsecondary Instructors’ Online Teaching Efficacy: Insights from a
Canadian Study. Canadian Journal for the Scholarship of Teaching and
Learning. - Forgie, J., Hu, J., Boccalon, M. & Wang, M. (2026 – Revise and Resubmit).
Building Knowledge and Teaching-Efficacy in Early Literacy Instruction:
Evaluating the Impact of targeted PD in Phonological Awareness and Oral
Language. Early Childhood Teacher Education. - Forgie, J. Kenkel, H., & Chien, A. (2026 – Under Review). Barriers to Equity,
Diversity, Inclusion, and Accessibility in Online Teaching: Self-Efficacy
Among Canadian Post-Secondary Instructors. Canadian Journal for Studies
in Higher Education. - Forgie, J., Kenkel, H. & Chien, A. (2026, April). Barriers to Equity, Diversity,
Inclusion and Accessibility in Online Higher Education Teaching. AERA
2026 - American Educational Research Association Annual Meeting. Los
Angeles, California. -
Forgie, J., Kenkel, H., Chien, A., Wang, M. & Salman, S. (2025, June). Online vs In-person Teaching Efficacy in Canadian Post-secondary Instructors. CSSHE 2025 – Canadian Society for Studies in Higher Education – Congress Annual Meeting. George Brown College, Toronto, Ontario.
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Forgie, J., Kenkel, H., Chien, A., Pucci, D. & Cheung, K. (2025, April). Examining Teaching Efficacy in the Postsecondary Context: Comparing Online and In Person Teaching Efficacy. AERA 2025 - American Educational Research
Association Annual Meeting. Denver, Colorado. American Education
Research Association: Online Paper Repository. https://doi.org/10.3102/2195950 - Forgie, J., Wang, M., Schrieber, M.& Dack. L (2024). Online Teaching During
COVID-19: An Analysis of Changing Self-Efficacy Beliefs Among K-12
Teachers. Canadian Journal of Learning and Technology, 50
(4), https://doi.org/10.21432/cjlt28610 - Forgie, J., Hu, J. & Boccalon, M. (2022). Pre-service and in-service early
childhood educators’ self-efficacy and knowledge for early literacy
instruction, Cogent Education, 9:1,
https://doi.org/10.1080/2331186X.2022.2151246 - Forgie, J., Dack, L., Boccolon, M. & Pham-Quan, M. (2022). Learning from a
Time of Crisis: What the COVID-19 pandemic can teach educators about
opportunities for equity and inclusion in online teaching and learning.
Principal Connections, September 2022. - Dack, L. & Forgie, J. (2021). Teaching Online During COVID-19: Supporting
Teachers in Increasing Online Teaching Efficacy. Principal Connections,
December 2021.