Alternative Routes into the Teaching Profession |
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| Authors: | Email author" target="_blank">Pete?SorensenEmail author Jon?Young David?Mandzuk |
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| Institution: | (1) The Dearing Building Jubilee Campus, The University of Nottingham, Nottingham, N68 1BB, ENGLAND;(2) Faculty of Education, University of Manitoba, Winnipeg, Manitoba, CANADA, R3T 2N2 |
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| Abstract: | This article examines the ways in which the development of alternative initial teacher education programs in England and Canada
over the last two decades serve to challenge some of the taken-for-granted assumptions underlying established models of initial
teacher education in both jurisdictions, and also to broaden the pool of people who have access to the profession. The article
offers a brief, initial account of the development of a standard model of initial teacher education in both countries that
is characterized as being: university governed and university based; primarily full-time; incorporating a standard curriculum,
with admission requirements that generally reflect the traditional academic expectations of the university; and which is funded
jointly by the student and the state. Against this standard model the article examines the development of alternative or flexible
models in both Canada and England. Three programs are described in some detail – The Brandon University Northern Teacher Education
Program, The University of Manitoba’s Weekend College Teacher Education Program, and The University of Nottingham’s Flexible,
Modularized Post-Graduate Certificate in Education Program – and each is examined in terms of the ways in which it challenges
the assumptions embedded in traditional teacher education programs. At a time when attracting talented and committed teachers
constitutes an important issue facing public education systems in both countries, the ability to construct high quality initial
teacher education programs that can provide access to the profession to as wide a cross-section of the population as possible
will be an important contribution to meeting this challenge. |
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| Keywords: | Initial teacher education teacher training comparative education England and Canada innovative models of teacher training |
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