Coherence and Collaboration in Teacher Education Reform

Abstract

Traditional teacher education programs, frequently criticized for ineffectiveness, are changing at several Canadian universities. A range of literature on reform in teacher education suggests that coherence among program elements and collaborative environments are key features of successful reforms. Using a framework of critical analysis, we examined shortcomings of traditional programs and considered some characteristics of alternative approaches, including authorizing prospective teachers’ voices and experiences, school-university collaboration, and scaffolded induction into the profession. Without direct attention to coherence in program design and delivery and collaboration among stakeholders, reform efforts seem unlikely to succeed. L’etude analyse les lacunes des programmes traditionnels de formation a l’enseignement et se penche sur certaines caracteristiques des nouvelles approches, dont la prise en compte des opinions et experiences des enseignants en formation, la collaboration entre l’universite et l’ecole et l’encadrement des nouveaux enseignants durant leur periode de probation. La coherence entre la conception et la prestation des programmes et la collaboration entre les interesses sont essentiels pour le succes des efforts de reforme.