Pan-Canadian Perspectives on Teacher Education: The State of the Art in Comparative Research

Authors

DOI:

https://doi.org/10.11575/ajer.v62i2.56221

Keywords:

Teacher Education, Professionalization, Governance, Comparative Study, Canada, Mots clés, formation des enseignants; professionnalisation; gouvernance; étude comparative; Canada.

Abstract

This text proposes a comparative analysis of the inter-provincial developments of the professionalization of teacher education in Canada, and focuses on two issues: governance of teacher education and the development of new training programs. More specifically, based on a literature review, we analyse how current comparative research brings an understanding of the professionalization of teaching in Canada and we argue the need for more comparative studies in this matter.

Ce texte propose une analyse comparative interprovinciale des évolutions de la professionnalisation de la formation des enseignants au Canada selon deux enjeux : la gouvernance de la formation des enseignants et la mise en place des nouveaux programmes universitaires. Plus spécifiquement, nous étudions, à travers une revue de la documentation, de
quelle manière la recherche comparative actuelle permet de mieux comprendre le mouvement de professionnalisation au Canada. Nous argumentons enfin de l’importance de réaliser davantage d’études comparatives dans ce sujet.

Author Biographies

Adriana Morales Perlaza, Université de Montréal

Adriana Morales Perlaza is a Ph.D. Candidate in Comparative Education and Foundations of Education in the Faculté des sciences de l’éducation at the Université de Montréal. She is also a member of the Centre de recherche interuniversitaire sur la formation et la profession enseignante - CRIFPE. Her research interests include teacher knowledge, teacher education, and teachers’ professionalization policies, from comparative, sociological, and historical points of view.

 

Maurice Tardif, Université de Montréal

Maurice Tardif is a Full Professor in the Faculté des sciences de l’éducation at the Université de Montréal. He is also Director of the Centre de recherche interuniversitaire sur la formation et la profession enseignante - CRIFPE, in Montreal, and Fellow of the Royal Society of Canada. His research and publications have included the social history of the educational ideas in Western societies, of the teaching profession, and of the teachers’ work, as well as sociological analyses of the teachers’ knowledge base.  

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Published

2016-12-07

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Section

ARTICLES