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Professionalization and Deregulation  \nJudith Walker  \nUniversity of British Columbia  \nHsingChi von Bergmann  \nUniversity of British Columbia  \nAbstract  \nThis paper empirically investigates Grimmett’s (2008, 2009) thesis that recent Canadian teacher education policy is best characterized by dual forces of deregulation and professionalization resulting from a neoliberal policy environment. Specifically, we examine teacher education governance, policy reform, and political context from 2000 to 2010, across four Canadian provinces: Alberta, British Columbia, Manitoba, and Ontario. Our paper highlights the presence of deregulation and professionalization in Canadian teacher education policy while also revealing additional opposing force. We provide an overview of the policy context in US teacher education as a point of reference.  \nKeywords: Teacher education, policy, deregulation, professionalization  \nCANADIAN JOURNAL OF EDUCATION 36:4 (2013)©2013 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[http://www.cje-rce.ca](http://www.cje-rce.ca)  \nPrécis  \nCet article fait un examen empirique de la thèse de Grimmett qui soutient que la récente politique canadienne de la formation des enseignants est particulièrement marquée par la déréglementation et la professionnalisation résultant d’un environnement politique néolibérale. De façon plus particulière, nous examinons la gouvernance de la formation des enseignants, la réforme des politiques et le contexte politique de 2000 to 2010 qui existent dans quatre provinces canadiennes : l’Alberta, la Colombie-Britannique, le Manitoba et l’Ontario. Notre document met en lumière les aspects de la politique canadienne de la formation des enseignants qui sont teintés par la déréglementation et la professionnalisation, tout en révélant d’autres forces opposées. À titre de point de référence, nous offrons un aperçu du contexte politique de la formation des enseignants aux États-Unis.  \nIntroduction  \nIn Canada, teacher education policy has by and large failed to capture the attention of politicians, journalists, and many academics. In the United States, in contrast, debateson teacher education quality regularly dominate the media, and teacher education has become a target for policy reform in the war against a declared educational crisis (e.g., Darling-Hammond, Wei, Miller, & Camburn, 2009; Luzer, 2011; Medina, 2009) . Presently at least, there is no comparable declared “educational crisis” in Canada.1 For the most part, Canada has an admirable K–12 public education system: Alberta is often held up as an educational model to be emulated; school children in China can undertake a British Columbian high school education; and, on average, Canadian children perform comparatively well in international assessment tests, such as the Programme for International Student Assessment (PISA) .2 Conversely, there is a persistent dissatisfaction from citizens towards public education in the United States, which has spilled over into teacher education (Darling-Hammond et al., 2009) . Differences between state education systems and individual schools are vast in US public education; to address the long identified “splintered-vision”(Schmidt, McKnight, & Raizen, 1997) curricular problem (i.e., the unfocused nature of teaching practices, textbooks, and curricular goals), a majority of states are banding together to establish a common-core curricular system.3 While individual states continue to regulate public education in the United States, the federal Department of Education has taken a more central role with the creation of initiatives such as No Child Left Behind and Race to the Top. In contrast, although education is almost entirely a provincial responsibility in Canada, there are great similarities across Canada, as professional organizations engage in dialogue and joint research to identify best practices and priorities. D","cbCaib648JPv18aO","https://ap.wps.com/l/cbCaib648JPv18aO","pdf",354178,28,"English","# Abstract\n# Introduction\n# Policy analysis framework\n## Research question and aim\n## Cross-provincial comparison","[{\"question\":\"What thesis does the paper investigate about Canadian teacher education policy?\",\"answer\":\"The paper empirically tests Grimmett’s thesis that Canadian teacher education policy is best characterized by dual forces of deregulation and professionalization produced by a neoliberal policy environment.\"},{\"question\":\"Which provinces and time period does the study analyze?\",\"answer\":\"The study examines teacher education governance, policy reform, and political context from 2000 to 2010 across Alberta, British Columbia, Manitoba, and Ontario.\"},{\"question\":\"What does the paper find about the forces shaping policy?\",\"answer\":\"The paper highlights the presence of both deregulation and professionalization, while also revealing an additional opposing force beyond the simple divide.\"}]","Teacher Education Policy in Canada - Beyond Professionalization and Deregulation | PDF",1792081388,71]