Research in Canadian Teacher Education: Promises and Problems

Abstract

The authors critically review reported research in Canadian teacher education to identify areas where research has been conducted and to offer suggestions for improvement. The bulk of the 102 research papers reviewed dealt with the practicum, student characteristics, or program effectiveness. In these areas a wide range of topics were covered with little replication. An empirical-analytic paradigm was the most commonly used methodological approach. The authors conclude that future research requires focused thrusts to understand better the context of teacher education, the options open to planners, and the conceptualizations that drive teacher preparation. For this, a more liberal methodological approach is required, and the concept of what constitutes research must be broadened.