FRAMING AN INTEGRATIVE APPROACH TO THE EDUCATION AND DEVELOPMENT OF TEACHERS IN CANADA

Authors

  • Thomas Falkenberg University of Manitoba

Keywords:

Teacher education in Canada, professional development in Canada, school-university partnerships, collaborative professional development centres, professional development schools

Abstract

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. 


FORMULER UNE APPROCHE INTÉGRÉE DE LA FORMATION ET DU DÉVELOPPEMENT DES ENSEIGNANTS AU CANADA

RÉSUMÉ. La formation des enseignants au Canada se résume typiquement en une séquence de phases non intégrées et plus ou moins alternées : des travaux universitaires précédant l'expérience en classe, des stages en classe visant à former les futurs maîtres, l'intégration en milieu de travail et des sessions de développement professionnel.  Dans ce  texte, l'auteur propose de former les enseignants par le biais d'une approche intégrée, reliant les différentes phases, au sein de centres coopératifs de développement professionnel.  Se basant sur le savoir académique et la recherche en formation des enseignants, l'auteur émet une série d'hypothèses en ce qui a trait à « apprendre à enseigner » et le but de la formation des futurs maîtres. Ensuite, il soutient que (a) l'approche traditionnelle non intégrée utilisée pour former les enseignants est incompatible avec ces hypothèses et que (b) ces hypothèses forment un excellent cadre, une base pour la création de centres coopératifs de développement professionnel. 


Author Biography

Thomas Falkenberg, University of Manitoba

THOMAS FALKENBERG is a member of the Faculty of Education at the University of Manitoba. He is the Past-President of the Canadian Association for Teacher Education and the co-organizer of the Working Conferences on Research in Teacher Education in Canada (www.umanitoba.ca/education/TEResearch). He recently co-edited the book Field Experiences in the Context of Reform of Canadian Teacher Education Programs, which can be downloaded from the same web site.

THOMAS FALKENBERG est membre de la Faculté des sciences de l'éducation de l'Université du Manitoba. Il est le président sortant de la Société canadienne pour l'étude de l'éducation et le coorganisateur de la Working Conferences on Research in Teacher Education in Canada (www.umanitoba.ca/education/TEResearch). Il a récemment coédité l'ouvrage Field Experiences in the Context of Reform of Canadian Teacher Education Programs, livre pouvant être téléchargé du même site internet. 

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Published

2011-04-29

How to Cite

Falkenberg, T. (2011). FRAMING AN INTEGRATIVE APPROACH TO THE EDUCATION AND DEVELOPMENT OF TEACHERS IN CANADA. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 45(3). Retrieved from https://mje.mcgill.ca/article/view/4111

Issue

Vol. 45 No. 3 (2010)

Section

Articles

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