Abstract
Thinking about and living through attempts to reform teacher education is the preoccupation of both papers. The fact that teacher education consumes the attention of education faculties is well known. This is especially true in the province of Alberta, which in 1945 was the first jurisdiction in Canada to close teachers’ colleges and to entrust the education of teachers entirely to the universities. Given the stakes, the desire to get teacher education “right” is perfectly reasonable. Such a desire underwrites a myriad of curriculum reform efforts. But the pedagogical challenges of teacher education resist the normal assumptions of curriculum development. Each of these papers constitutes an exploration of these resistances.
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Carson, T., Smits, H. (2017). After the Future in Teacher Education. In: jagodzinski, j. (eds) The Precarious Future of Education. Education, Psychoanalysis, and Social Transformation. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-48691-2_2
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