Teacher Education Policy in Canada: Beyond Professionalization and Deregulation

Abstract

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