Teacher Education Policy in Canada: Beyond Professionalization and Deregulation


  • Judith Marianne Walker University of British Columbia
  • HsingChi von Bergmann University of British Columbia


This 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.
Keywords: Teacher education, policy, deregulation, professionalization

Author Biographies

Judith Marianne Walker, University of British Columbia

Post-doctoral Fellow

Faculty of Education/Faculty of Dentistry


HsingChi von Bergmann, University of British Columbia

Associate Professor

Faculty of Dentistry




How to Cite

Walker, J. M., & von Bergmann, H. (2014). Teacher Education Policy in Canada: Beyond Professionalization and Deregulation. Canadian Journal of Education/Revue Canadienne De l’éducation, 36(4), 65. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/1386