ERIC Number: ED441768
Record Type: Non-Journal
Publication Date: 2000-Apr
Reference Count: N/A
An Overview and Analysis of Processes of Programmatic and Curricular Reform in Teacher Education in Anglophone Canada.
Cole, Ardra L.
This study examines the process of programmatic and curricular reform in teacher education at Anglophone universities across Canada. The first phase of research involved gathering preliminary information about how teacher education institutions were responding to calls for reform, gauging the nature and extent of these efforts and processes associated with their facilitation, and identifying perceived key obstacles and enablers of change. The analysis showed that the rhetoric of teacher education reform proliferates institutional policy documents, reports, and mandates, and the nature, scope, and substance of changes are divergent. Researchers identified five sites where substantial programmatic reform was underway. This paper examines some of the features, themes, and issues emerging from the case study explorations. It discusses the benefits of the change initiatives, focusing on: breaking the mold of leadership, acknowledging the complexity of change, finding necessary resources, developing coherence and building community, and communicating. It examines threats to change, focusing on change in leadership, sustainability of energy, sustainability of program change, characteristics of faculty and academic cultures, forces of tradition and identity, and the reward system. The paper concludes by examining the notion of goodness as an important lens through which to view teacher education reform. (Contains 23 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario).
Authoring Institution: N/A
Identifiers - Location: Canada