Abstracts
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.
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.
Appendices
Bibliography
- Arends, R., & Winitzky, N. (1996). Program structures and learning to teach. In Frank B. Murray (Ed.), The teacher educator’s handbook: Building a knowledge base for the preparation of teachers (pp. 526-556). San Francisco: Jossey-Bass.
- Bambino, D. (2002, March). Critical friends. Educational Leadership, 59(6), 25-27.
- Beck, C., & Kosnik, C. (2006). Innovations in teacher education: A social constructivist approach. Albany, NY: SUNY Press.
- Berliner, D. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5-13.
- Borko, H., & Putnam, R.T. (1996). Learning to teach. In D. C. Berliner & R.C. Calfee (Eds.), Handbook of educational psychology (pp. 673-708). New York: Simon & Schuster Macmillan.
- Boyle-Baise, M., & McIntyre, D. J. (2008). What kind of experiences? Preparing teachers in PDS or community settings. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed.; pp. 307-329). New York: Routledge/Taylor & Francis.
- Bransford, J., Derry, S., Berliner, D., & Hammerness, K. (with K. L. Beckett) (2005). Theories of learning and their role in teaching. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 40-87). San Francisco: Jossey-Bass.
- Britzman, D. (2003). Practice makes practice: A critical study of learning to teach (2nd ed.). Albany, NY: SUNY Press.
- Brouwer, N, & Korthagen, F. (2005). Can teacher education make a difference? American Educational Research Journal, 42 (1), 153-224.
- Buzza, D., Kotsopoulos, D., Mueller, J., & Johnston, M. (2010). Investigating a professional development school model of teacher education in Canada. McGill Journal of Education, 45 (1), 45-61.
- Canadian Teacher Federation (2004, October). Teacher recruitment and retention: Why teachers enter, stay or leave the teaching profession (Economic and Member Services Bulletin). Ottawa, ON: Authors.
- Clark, R. W. (1999). Effective professional development schools. San Francisco: Jossey-Bass.
- Clift, R. T., & Brady, P. (2005). Reserach on methods courses and field experiences. In M. Cochran-Smith & K. M. Zeichner (Eds.), Studying teacher education: The report of the AERA Panel on Research and Teacher Education (pp. 309-425). Washington, DC / Mahwah, NJ: AERA / Erlbaum.
- Cochran-Smith, M., Feiman-Nemser, S., McIntyre, D. J., & Demers, K. E. (Eds.).(2008). Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed.). New York: Routledge.
- Darling-Hammond, L. (2000). Reforming teacher preparation and licensing: Debating the evidence. Teachers College Record, 102(1), 28-56.
- Darling-Hammond, L. (2005a). Developing professional development schools: Early lessons, challenge, and promise. In L. Darling-Hammond (Ed.), Professional development schools: Schools for developing a profession (reissued with a new introduction; pp. 1-27). New York: Teachers College Press. (Original published 1994)
- Darling-Hammond, L. (2005b). Introduction. In L. Darling-Hammond (Ed.), Professional development schools: Schools for developing a profession (pp. vii-xii; reissued with a new introduction). New York: Teachers College Press.
- Darling-Hammond, L. (Ed.). (2005c). Professional development schools: Schools for developing a profession (reissued with a new introduction). New York: Teachers College Press.
- Darling-Hammond, L. (2006). Powerful teacher education: Lessons from exemplary programs. San Francisco: Jossey-Bass.
- Darling-Hammond, L., & Bransford, J. (Eds.). (2005) Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco: Jossey-Bass.
- Darling-Hammond, L., & Cobb, V.L. (1996). The changing context of teacher education. In Frank B. Murray (Ed.), The teacher educator’s handbook: Building a knowledge base for the preparation of teachers (pp. 14-62). San Francisco: Jossey-Bass.
- Darling-Hammond, L., & Hammerness, K. (with P. Grossman, F. Rust, L. Shulman) (2005). The design of teacher education programs. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 390-441). San Francisco: Jossey-Bass.
- Falkenberg, T. (2007). On the grounding of teacher education in the human condition. Journal of Educational Thought, 41(3), 245-262.
- Falkenberg, T. (2008). Mapping research in teacher education in Canada: A pan-Canadian approach. In T. Falkenberg & H. Smits (Eds.), Mapping out research in teacher education in Canada: Proceedings of the Working Conference on Research in Teacher Education in Canada, Winnipeg, 1-3 November 2007 (pp. 1-19). Winnipeg, MB: Faculty of Education of the University of Manitoba.
- Falkenberg, T. (2009). Starting with the end in mind: Ethics-of-care-based teacher education. In F. J. Benson & C. Riches (Eds.) Engaging in conversation about ideas in teacher education (pp. 50-59). New York: Peter Lang.
- Falkenberg, T., & Young, J (2010). Rethinking ‘field experiences’ in an era of teacher education reform: A governance perspective. In T. Falkenberg & H. Smits (Eds.), Field experiences in the context of reform of Canadian teacher education programs (2 vols., pp. 165-185). Winnipeg, MB: Faculty of Education of the University of Manitoba. (Retrieved from www.umanitoba.ca/education/TEResearch)
- Falkenberg, T., & Smits, H. (Eds.). (2010). Field experiences in the context of reform of Canadian teacher education programs (2 vols.). Winnipeg, MB: Faculty of Education of the University of Manitoba. (Retrieved from www.umanitoba.ca/education/TEResearch)
- Far Darling, L., Erickson, G., Clarke, A. (Eds.).(2007). Collective improvisation in a teacher education community. Dordrecht, The Netherlands: Springer.
- Feinam-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055.
- Feiman-Nemser, S., & Remillard, J. (1996). Perspectives on learning to teach. In F. B. Murray (Ed.), The teacher educator’s handbook: Building a knowledge base for the preparation of teachers (pp. 63-91). San Francisco, CA: Jossey-Bass.
- Field, J. (2008). The nature, role, and place of field experiences in teacher education and relationships with schools. In T. Falkenberg & H. Smits (Eds.), Mapping research in teacher education in Canada: Proceedings of the Working Conference on Research in Teacher Education in Canada, Winnipeg, 1-3 November 2007 (pp. 77-85). Winnipeg, MB: Faculty of Education of the University of Manitoba. Retrieved 1 July 2008, from www.umanitoba.ca/education/TEResearch
- Fullan, M., Galluzzo, G., Morris, P., & Watson, N. (1998). The rise and stall of teacher education reform. Washington, DC: American Association of Colleges for Teacher Education.
- Goodlad, J. I. (1984). A place called school. New York: McGraw-Hill.
- Goodlad, J. I. (1993). School-university partnerships and partner schools. Educational Policy, 7(1), 24-39.
- Goodlad, J. I. (1999). Simultaneously renewing schools and teacher education: Perils and promises. In Richard W. Clark, Effective professional development schools (pp. 70-89). San Francisco: Jossey-Bass.
- Grimmett, P. P. (1995). Reconceptualizing teacher education: Preparing teachers for revitalized schools. In M. F. Wideen & P. P. Grimmett (Eds.), Changing times in teacher education: Restructuring or reconceptualization? (pp. 202-225). London: Falmer Press.
- Grimmett, P. P. (1998). Reconceptualizing the practice of teacher preparation: On not throwing out the concurrent model with the reform bathwater. The Alberta Journal of Educational Research, 44(3), 251-267.
- Guskey, T. R. (2003, June). What makes professional development work? Phi Delta Kappan, 84(10), 748-750.
- Hammerness, K., Darling-Hammond, L., Bransford, J. (with Berliner, D., Cochran-Smith, M., McDonald, M., Zeichner, K.) (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 358-389). San Francisco: Jossey-Bass.
- Hargreaves, A. (1992). Cultures of teaching: A focus for change. In A. Hargreaves & M. G. Fullan (Eds.), Understanding teacher development (pp. 216-240). London / New York: Cassell / Teachers College Press.
- Hawley, W. D., & Valli, L. (1999). The essentials of effective professional development: A new consensus. In Linda Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 127-150). San Francisco: Jossey-Bass.
- Holmes Group (1990). Tomorrow’s schools: Principles for the design of PDS. East Lansing, MI:Author.
- Holmes Group (2007). The Holmes partnership trilogy: Tomorrow’s teachers, tomorrow’s schools, tomorrow’s Schools of education. New York: Peter Lang.
- Johnson, S. M. (2004). Finders and keepers: Helping new teachers survive and thrive in our schools. San Francisco: Jossey-Bass.
- Johnston, M. (2000). Context, challenges, and consequences: PDSs in the making. In M. Johnston, P. Brosnan, D. Cramer & T. Dove (Eds.), Collaborative reform and other improbable dreams: The challenges of professional development schools (pp. 1-17). Albany, NY: SUNY Press.
- Kennedy, M. M. (1999). The role of preservice teacher education. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 54-85). San Francisco: Jossey- Bass.
- Levine, M., & Trachtman, R. (Eds.). (1997). Making professional development schools work: Politics, practice, and policy. New York: Teachers College Press.
- Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: The University of Chicago Press.
- Munby, H., Russell, T., & Martin, A. K. (2001). Teachers’ knowledge and how it develops. In Virginia Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 877-904). Washington, DC: American Educational Research Association.
- Murray, Frank B. (1993). ‘All or none’ criteria for professional development schools. Educational Policy, 7(1), 61-73.
- National Research Council (2000). How people learn: Brain, mind, experience, and school (expanded ed.). Washington, DC: National Academy Press.
- Petrie, H. G. (Ed.). (1995). Professionalization, partnership, and power: Building professional development schools. Albany, NY: SUNY Press.
- Phelan, Anne M. (2005). On discernment: The wisdom of practice and the practice of wisdom in teacher education. In G. Hoban (Ed.), The missing links in teacher education design: Developing a multi-linked conceptual framework (pp. 57-73). Dordrecht, The Netherlands: Springer.
- Ravid, R., & Handler, M. G. (2001). The many faces of school-university collaboration: Characteristics of successful partnerships. Englewood, CO: Teacher Ideas Press.
- Reitzug, U. C. (2002). Professional development. In A. Molnar (Ed.), School reform proposals: The research evidence (pp. 12.1-12.33). Tempe, AZ: Education Policy Research Unit (Arizona State University). Retrieved on 8 July 2008, from http://epsl.asu.edu/epru/epru_2002_Research_Writing.htm
- Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula, T.J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education: A project of the Association of Teacher Educators (2nd ed., pp. 102-119). New York: Simon & Schuster Macmillan.
- Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 905-947). Washington, DC: American Educational Research Association.
- Russell, T., McPherson, S., & Martin, A. K. (2001). Coherence and collaboration in teacher education reform. Canadian Journal of Education, 26(1), 37-55.
- Sarason, S. B. (1982). The culture of the school and the problem of change (2nd ed.). Boston, MA: Allyn and Bacon. (Originally published 1971)
- Sockett, H. (2008). The moral and epistemic purpose of teacher education. In M. Cochran-Smith, S. Feiman-Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education: Enduring questions in changing contexts (3rd ed.; pp. 45-65). New York: Routledge/Taylor & Francis.
- Solomon, R. P., Manoukian, R. K., & Clarke, J. (2007). Pre-service teachers as border crossers: Linking urban schools and communities through service. In R. P. Solomon & D. N. R. Sekayi (Eds.), Urban teacher education and teaching: Innovative practices for diversity and social justice (pp. 67-87). Mahwah, NJ: Erlbaum.
- Stallings, J.A., & Kowalski, T. (1990). Research on professional development schools. In W. Robert Houston, M. Haberman, J. Sikula (Eds.), Handbook of research on teacher education: A project of the Association of Teacher Educators (pp. 251-263). New York: Macmillan.
- Stoddart, T. (1993). The professional development school: Building bridges between cultures. Educational Policy, 7(1), 5-23.
- Sykes, G. (1997). Worthy of the name: Standards for professional development schools. In Marsha Levine & R. Trachtman (Eds.), Making professional development schools work: Politics, practice, and policy (pp. 159-181). New York: Teachers College Press.
- Teitel, L. (1999). Looking toward the future by understanding the past: The historical context of professional development schools. Peabody Journal of Education, 74(3&4), 6-20.
- Teitel, L. (2003). The professional development schools handbook: Starting, sustaining, and assessing partnerships that improve student learning. Thousand Oaks, CA: Corwin Press.
- Wideen, M., Mayer-Smith, J., & Moon, B. (1998). A critical analysis of the research on learning to teach: Making the case for an ecological perspective on inquiry. Review of Educational Research, 68(2), 130-178.
- Wilson, S. M., & Berne, J. (1999). Teacher learning and the acquisition of professional knowledge: An examination of research on contemporary professional development. Review of Research in Education, 24, 173-209.
10.7202/1000029ar