PROGRESSIVE PEDAGOGIES AND TEACHER EDUCATION: A REVIEW OF THE LITERATURE

Authors

  • Geoff Webber University of Saskatchewan
  • Dianne Miller University of Saskatchewan

Keywords:

literature review, integrated curriculum, interdisciplinary, inquiry, place-based education, land-based education, community, social justice, rural revitalization, Indigenous knowledges

Abstract

Few studies take up the question of how to teach pre-service or current teachers to practice integrated, interdisciplinary, and inquiry-based methodologies. In this literature review, scholarly research is explored to examine approaches to teacher education based in progressivism. Place- and community-based education is considered as an important approach for heightened student engagement in relation to social justice, rural revitalization, and Indigenous knowledges. Characteristics of strong teacher education programs are also examined. This broad investigation lays the foundation for a deeper inquiry into the organization and development of teacher education programs. Conclusions point to recommendations for teacher education programs with recognition of the potential for critical place-based education within the field of teacher education. 

PÉDAGOGIES PROGRESSIVES ET FORMATION DES MAITRES : UNE REVUE DES ÉCRITS 

RÉSUMÉ. Peu de projets de recherche s’attardent à la manière dont il faut former les enseignants — en devenir ou en service — à utiliser des méthodologies intégrées, interdisciplinaires et basées sur la recherche. Dans cette revue des écrits, nous analysons des études universitaires dans le but d’examiner les approches de formation des maitres fondées sur le progressisme. L’éducation basée sur le milieu et sur la communauté est perçue comme une approche fondamentale pour augmenter l’implication de l’étudiant en ce qui a trait à la justice sociale, la revitalisation rurale et le savoir autochtone. Les caractéristiques d’une solide formation des maitres sont également examinées. Cette vaste enquête jette les fondements d’une recherche approfondie de l’organisation et du développement des programmes de formation des enseignants. Nous formulons des recommandations pour les programmes de formation des maitres, reconnaissant le potentiel d’une essentielle éducation basée sur le milieu dans le domaine de la formation des maitres.

Author Biographies

Geoff Webber, University of Saskatchewan

GEOFF WEBBER is a Master’s student in the Department of Educational Foundations, College of Education, University of Saskatchewan. His thesis examined place-based education. He currently lives in Calgary. giw361@mail.usask.ca

GEOFF WEBBER est étudiant à la maitrise au Department of Educational Foundations du College of Education de l’Université de la Saskatchewan. Son mémoire porte sur l’éducation basée sur le milieu. Il réside présentement à Calgary. giw361@mail.usask.ca


Dianne Miller, University of Saskatchewan

DIANNE MILLER is a Professor in the Department of Educational Foundations, College of Education, University of Saskatchewan. Her research has focused on educational biography and the history of teaching, teachers, and teacher education. More recently, her research interests have turned to land- and place-based education, food education, and rural revitalization. In the pre-service program, she teaches a core course entitled “Pedagogies of Place.” She acknowledges that she lives and works on the traditional territories of Indigenous peoples. dianne.miller@usask.ca

DIANNE MILLER est professeur au Department of Educational Foundations du College of Education de l’Université de la Saskatchewan. Ses recherches ont porté sur la biographie éducationnelle et l’histoire de l’enseignement, les enseignants, ainsi que sur la formation des maitres. Plus récemment, elle s’intéresse aux concepts d’éducation basée sur le territoire et sur le milieu, l’éducation alimentaire et la revitalisation rurale. Au sein du programme de formation des futurs enseignants, elle enseigne un cours de base intitulé « Pedagogies of Place ». Elle reconnait vivre et travailler sur les territoires traditionnels des populations autochtones. dianne.miller@usask.ca


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Published

2017-04-10

How to Cite

Webber, G., & Miller, D. (2017). PROGRESSIVE PEDAGOGIES AND TEACHER EDUCATION: A REVIEW OF THE LITERATURE. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 51(3). Retrieved from https://mje.mcgill.ca/article/view/9315

Issue

Vol. 51 No. 3 (2016)

Section

Articles

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