000			03791nam a2200469Ii 4500
001			9781839822407
003			UtOrBLW
005			20211117122904.0
006			m o d
007			cr un|||||||||
008			201016s2020 enk ob 001 0 eng d
020			_a9781839822407
020			_a9781839822384 _qelectronic bk.
040			_aUtOrBLW _beng _erda _cUtOrBLW
043			_an-cn---
050		4	_aLB1719.C2 _bB78 2020
072		7	_aEDU053000 _2bisacsh
072		7	_aJNT _2bicssc
080			_a37.01
100	1		_aBruno-Jofré, Rosa, _eauthor.
245	1	4	_aThe peripatetic journey of teacher preparation in Canada / _cauthored by Rosa Bruno-Jofré (Queen's University, Canada) and Joseph Stafford.
264		1	_aBingley, U.K. : _bEmerald Publishing Limited, _c2020.
264		4	_c©2020
300			_a1 online resource (248 pages)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
490	1		_aEmerald studies in teacher preparation in national and global contexts
500			_aIncludes index.
504			_aIncludes bibliographical references.
505	0		_aIntroduction; Rosa Bruno-Jofre and Joseph Stafford -- Chapter 1: From a social and emotional educational process to missionary conversion and schooling: the 1600s to the fall of New France in 1763; Joseph Stafford -- Chapter 2: Teacher preparation in British North America before the establishment of normal schools, 1763-1840; Joseph Stafford -- Chapter 3: Teacher preparation in Canada East-Quebec, 1841-1975; Joseph Stafford -- Chapter 4: The creation of the educational state, the normal school, and the formation of a polity in the emerging 'Age of Empire'; Rosa Bruno-Jofre -- Chapter 5: Teacher preparation in English Canada in the interwar period: 1918-1945; Rosa Bruno-Jofre -- Chapter 6: Shaking teacher preparation/ education: the post-war and the 'long 1960s'; Rosa Bruno-Jofre.
520			_aThe Peripatetic Journey of Teacher Preparation in Canada situates teacher training, preparation and education in Canada within national and global histories. The authors lead the reader through an exploration of the objectives of schooling, the contextual role of teachers, and the political undercurrents sustaining various educational conceptions and policies. Taking a 'longue durée' approach, the authors begin by considering traditional practices in Indigenous nations encountered by the colonizers of Canada, including the role of the community as an educator. Tracing teacher preparation through colonization, the authors then move on to the formation of the educational state, the development of educational sciences and educational debate, the professionalization of teaching, its feminization at the elementary level, and its integration into the university, along with changes that emerged out of the 'long 1960s.' The book closes with a discussion of the process by which Indigenous people are reclaiming control over their education, and with it their spirituality, as well as gaining control over the formation of their own teachers. Placing the historical analysis of teacher preparation within prevailing political and socio-economic processes, the authors showcase a series of overlapping discourses and internationally relevant educational trends.
588	0		_aPrint version record.
650		0	_aTeachers _xTraining of _zCanada _xHistory.
650		7	_aEducation _xTraining & Certification. _2bisacsh
650		7	_aTeaching skills & techniques. _2bicssc
700	1		_aStafford, Joseph, _eauthor.
776			_z9781839822391
830		0	_aEmerald studies in teacher preparation in national and global contexts.
856	4	0	_uhttps://doi.org/10.1108/9781839822384
999			_c51084 _d51084