ABSTRACT
This chapter provides an overview of teacher education in the Northwest Territories and Nunavut (NWT) and what is now Nunavut. It addresses the purposes/goals of teacher education, program design including delivery models and institutional affiliations, influences resulting from changes to K-12 education policy, outcomes and evaluative reviews of programs, and a synthesis of how the period illustrates the core tension outlined earlier—the integration of Indigenous language and culture negotiated alongside institutional integrity. The first schools in the NWT were Catholic residential schools established in the Mackenzie Valley between 1867 and 1918. Most northern teacher candidates are Indigenous women, and most teacher educators are non-Indigenous people from across Canada, and beyond. There are several enduring features of the social, cultural, and political context of schools, and teacher education, in the NWT and Nunavut over the past 60 years.
