More Than Servants of the State? The Governance of Initial Teacher Preparation in Canada in an Era of School Reform

Bibliographic Data

ID8158675
AuthorsJon Young (University of Manitoba), Karen Boyd (University of Manitoba)
Year2010
Volume56
Issue1
Publication date2010-05-20
Open AccessYes
TypeARTICLE
VenueAlberta Journal of Educational Research (JOURNAL)
Journal identifiersISSN: 0002-4805 • E-ISSN: 1923-1857
PublisherUniversity of Alberta Press (PUBLISHER • CA)
DOI10.55016/ojs/ajer.v56i1.55379
OpenAlexW11897458
LanguageEN
Citations received2
References cited3

Drawing on Gideonse’s (1993) distinction between political, institutional, and professional modes of governance, this article examines changes in the governance of initial teacher preparation in Canada over the last three decades. With data collected from a review of provincial documents and key informant interviews, the article uses Quebec, Manitoba, and British Columbia as case studies to illustrate how provincial governments, universities and their faculties of education, and the teaching profession have been able to exert their influence on the preparation of teachers. The article argues that each of these players constitutes a legitimate partner in initial teacher education, that each partner brings to the governance of initial teacher education varied core values and interests, and that diverse provincial governance arrangements reflect varied accommodations of these values and interests that have implications for how teacher professionalism and teachers’ work is being constructed

Corporate governance · Economics · Management · Mathematics education · Pedagogy · Political science · State (computer science) · Educational Practices and Policies · Educator Training and Historical Pedagogy · Psychology · Public Administration · Teacher Education and Leadership Studies

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