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Education Professional Development

Reconceptualizing Teacher Education

A Canadian Contribution to a Global Challenge

edited by Anne Phelan, William Pinar, Nicholas Ng-A-Fook & Ruth Kane

Publisher
University of Ottawa Press
Initial publish date
Jan 2020
Category
Professional Development
  • eBook

    ISBN
    9780776631141
    Publish Date
    Jan 2020
    List Price
    $29.99
  • Paperback / softback

    ISBN
    9780776631127
    Publish Date
    Jan 2020
    List Price
    $39.95

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Description

In this collection, Canadian scholars articulate a response to their collective concerns about the impact of global policy on teacher education, provoking a far-reaching dialogue about teacher education in and for our times.

The first two decades of the new millennium have witnessed unprecedented appraisal, analysis, and educational policy formulations related to teaching (K–12) across the Western world. In turn, teacher education has been greatly impacted, as governments around the world see the reform and management of teacher education as a key component in restructuring education toward greater economic competitiveness. The result has been an unwarranted and undesirable level of standardization. It is vital to the future of teacher education, and concomitantly public education, that we imagine alternatives to the homogenization of the educational experience that globalizing policies install.  What is needed are vocabularies that enable educators and teacher educators to discern and articulate educational purposes beyond capital and which focus on the kinds of educational experiences that can help prepare the young to lead good and worthwhile lives.

Using lessons learned from the Canadian context, the authors identify and investigate the importance of initial and continuing professional education that fosters teachers’ intellectual freedom and study; advances an informed and critical appreciation of civic particularity and historical circumstance; and cultivates ethical (i.e., pedagogical) engagement with ideas and histories—teachers’ own and their students—as crucial themes of teacher education globally.

This book is published in English

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Les chercheurs canadiens qui ont participé à cet ouvrage collectif proposent une réponse à leurs préoccupations collectives qui portent essentiellement sur l’impact de la politique globale sur la formation des enseignants, et ce, afin d’établir un dialogue franc et approfondi sur la formation des enseignants telle que pratiquée à notre époque.

 Durant les deux premières décennies du nouveau millénaire, le monde occidental a connu une augmentation sans précédent des analyses, des évaluations et des propositions les plus diverses  portant sur la  politique éducative (du jardin d'enfant à la fin du secondaire). En conséquence, la formation des enseignants a été très fortement impactée dans un contexte global où les gouvernements considèrent la réforme et la gestion de la formation des enseignants comme une composante clef de la restructuration de l’enseignement, et ce, afin que l’enseignement dispensé soit plus compétitif sur le plan économique. Force est de constater que cette approche s’est traduite par un niveau de standardisation indésirable et totalement injustifié. Pour garantir l’avenir de la formation des enseignants et donc de l’éducation publique, il est aujourd’hui fondamental d’imaginer des alternatives à l’homogénéisation de l’expérience éducative, qui résulte des politiques adoptées dans le cadre de la mondialisation. Dans cette perspective, il est nécessaire de fournir aux enseignants et aux éducateurs un vocabulaire et une terminologie spécifiques qui leur permettent de définir et d’articuler leurs objectifs éducatifs, au-delà de la notion réductrice de capital, tout en privilégiant les différents types d’expérience éducative qui préparent les jeunes à mener des vies satisfaisantes et utiles.

En s’inspirant des enseignements tirés du contexte canadien, les auteurs de cet ouvrage ont identifié et évalué l’importance d’une éducation professionnelle initiale et qui continue de favorisé l’apprentissage et la liberté intellectuelle des enseignants ; promeut une appréciation critique et informée des spécificités civiques et des circonstances historiques ; et favorise un engagement éthique (et donc pédagogique) qui prend en compte les idées et les antécédents des enseignants et de leurs élèves et les considèrent comme des thèmes cruciaux de la formation globale des enseignants.

Ce livre est publié en anglais.

 

About the authors

Anne M. Phelan is a professor and co-director of the Centre for the Study of Teacher Education, in the Faculty of Education, at the University of British Columbia, Canada.

Anne Phelan's profile page

William F. Pinar is a professor and Canada Research Chair of Curriculum Studies, in the Faculty of Education, at the University of British Columbia.

William Pinar's profile page

Nicholas Ng-A-Fook is a professor and director of the Teacher Education Program at the University of Ottawa.

Nicholas Ng-A-Fook's profile page

Ruth Kane is a professor and co-director of the Centre for Research on Educational and Community Services (CRECS), at the University of Ottawa.

Ruth Kane's profile page

Awards

  • Short-listed, 2020 Foreword INDIES Book of the Year Awards, Education

Excerpt: Reconceptualizing Teacher Education: A Canadian Contribution to a Global Challenge (edited by Anne Phelan, William Pinar, Nicholas Ng-A-Fook & Ruth Kane)

Contrapuntal to the tendencies toward the homogenization of educational experience that globalizing policies install and in an effort to foster in teachers a deep capacity for responsiveness, the authors in this collection variously assert the importance of initial and continuing professional education that fosters teachers’ intellectual freedom and study, advances an informed and critical appreciation of civic particularity and historical circumstance and cultivates ethical (i.e. pedagogical) engagement with ideas and histories—their own and their students—animated by analysis, critique, interpretation and resymbolization—as crucial themes of teacher education.

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