Framing an Integrative Approach to the Education and Development of Teachers in Canada-Reference-Cited by-同舟云学术

Framing an Integrative Approach to the Education and Development of Teachers in Canada

Published:2011-06-07 Issue:3 Volume:45 Page:555-578
ISSN:1916-0666
Container-title:Articles
language:
Short-container-title:mje

Author:

Falkenberg Thomas¹

Affiliation:

1. University of Manitoba

Abstract

The education of teachers in Canada typically consists of a sequence of non-integrated and partially alternating phases: pre-service university-based course work, pre-service school-based practica, job-imbedded induction, professional development sessions. This article proposes an integrative approach to the education of teachers that links these different phases: Collaborative Professional Development Centres. The article draws on teacher education scholarship and research to articulate a number of assumptions about learning to teach and the purpose of teacher education, and then argues (a) that the traditional non-integrated approach to the education of teachers is incompatible with these assumptions, and (b) that these assumptions provide an excellent framework for the idea of Collaborative Professional Development Centres.

Publisher

Consortium Erudit

Subject

General Medicine

Reference68 articles.

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