Show simple item record

dc.contributor.authorHopkins, David
dc.date.accessioned2019-09-23T13:10:55Z
dc.date.available2019-09-23T13:10:55Z
dc.date.created2018-09-14 23:10
dc.date.issued1982-08-31
dc.identifieroai:cjhe.journals.publicknowledgeproject.org:article/182853
dc.identifierhttp://journals.sfu.ca/cjhe/index.php/cjhe/article/view/182853
dc.identifier.urihttp://hdl.handle.net/20.500.12424/22425
dc.description.abstractIt is argued that Canadian teacher education is characterized by a paradox - that of change and no change. The cause of this paradox is a delinquency in the pro- cess of implementation; the ability to change at the level of structure is not matched by an ability to change at the level of practice. Explanations are sought as to why this is the case. First, the barriers to change in teacher education are analysed and then a situational analysis exposes tensions in the role of teacher training institutions that inhibit their functioning. Finally, individual differences between institutions are explained by a description of the sagas that tend to acculturate them.
dc.format.mediumapplication/pdf
dc.language.isoeng
dc.publisherCanadian Journal of Higher Education
dc.relation.ispartofhttp://journals.sfu.ca/cjhe/index.php/cjhe/article/view/182853/182840
dc.sourceCanadian Journal of Higher Education; Vol 12 No 2 (1982); 17-31
dc.titleThe Problem of Change in Canadian Teacher Education
dc.typeinfo:eu-repo/semantics/article
ge.collectioncode0316-1218
ge.dataimportlabelOAI metadata object
ge.identifier.legacyglobethics:15474800
ge.identifier.permalinkhttps://www.globethics.net/gel/15474800
ge.lastmodificationdate2018-09-14 23:10
ge.lastmodificationuseradmin@pointsoftware.ch (import)
ge.submissions0
ge.oai.exportid149154
ge.oai.repositoryid98553
ge.oai.setnameArticles
ge.oai.setspeccjhe:ART
ge.oai.streamid2
ge.setnameGlobeEthicsLib
ge.setspecglobeethicslib
ge.linkhttp://journals.sfu.ca/cjhe/index.php/cjhe/article/view/182853


This item appears in the following Collection(s)

Show simple item record