Reconceptualizing teacher education : a Canadian contribution to a global challenge / edited by Anne M. Phelan, William F. Pinar, Nicholas Ng-A-Fook, and Ruth Kane.

Includes bibliographical references.

"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."-- Provided by publisher

Cover -- Half Title Page -- Title Page -- Copyright Page -- Table of Contents -- Introduction -- 1. Reconciliation in Teacher Education: Hope or Hype? -- 2. Reconceptualizing Teacher Education in Ontario: Civic Particularity, Ethical Engagement, and Reconciliation -- 3. Accounting for the Self: Teacher Education in a Post-Truth and Reconciliation Context -- 4. Using Methods of Juxtaposition to Jolt Teacher Understanding: Exploring Ethical Forms of Pedagogical Practice -- 5. "Tenants of Time and Place": Teacher Education as Translational Practice

6. From Africa to Teacher Education in Ontario -- 7. Unknowing the Child: Towards Ethical Relations with the Precarious Other -- 8. Teaching as a Learned Profession: The Evolution of Inquiry in a Teacher Education Program -- 9. A Renewed Understanding of Learning to Teach: Aristotle, Confucius, and My Mother's Stories -- 10. Knowing, Thinking, Living: Teacher Education in the Most Enlightened Age -- 11. George Grant's Critique of Education: Civic Particularity, Academic Erudition, Ethical Engagement -- Back Cover

Online resource; title from digital title page (viewed on April 20, 2020).

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