Socially Constructed Teacher Professionalism: An Historical Analysis of Teacher Education Reform Policies of Canadian Case

Autor/inn/en	Yang, Qiguang; Zhu, Chunjie
Titel	Socially Constructed Teacher Professionalism: An Historical Analysis of Teacher Education Reform Policies of Canadian Case
Quelle	In: International Education Studies, 14 (2021) 3, S.1-14 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Professionalism; Teacher Education Programs; Educational Change; Educational Policy; Educational History; Political Influences; Faculty Development; Foreign Countries; Reports; Neoliberalism; Accountability; Special Needs Students; Global Approach; Canada + Suchen Sie Ihr Suchwort? Professionalität; Bildungsreform; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Political influence; Politischer Einfluss; Ausland; Abschlussbericht; Berichten; Neo-liberalism; Neoliberalismus; Verantwortung; Sonderpädagogischer Förderbedarf; Globales Denken; Kanada
Abstract	Employing comparative historical method, this study provides an account of reforms and policies in teacher education from 1970s to the present in Alberta, Canada. In particular, this article tracks how teacher professionalism has been conceptualized and enacts over different historical periods in Alberta, and reveals that teacher professionalism, as a socially constructed concept, has taken on different interpretations from "de-professionalism" to "re-professionalism" in Canada historical contexts. Alberta's teacher education policy has been usually used as a dynamic instrument to shape the paradigms of the concept of teacher professionalism. This analysis has also supported the claim that government-led teacher education reform has been accorded the key political significance in Canada. As a whole, the teacher education reform in Alberta area provides a useful concrete understanding and offers international lessons outside of Canada in how historical context influences the reform of teacher professional development. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01