ABSTRACT
This chapter explores a series of tensions that have framed the design and reform of curriculum for teacher education programs in British Columbia (BC) while touching on the contributions of notable historical actors-politicians, superintendents, presidents, and deans. It focuses on the curricular history of struggles within settler cultures on the traditional, unceded lands of the Coast Salish peoples of British Columbia. The chapter argues that the history of teacher education in British Columbia is a continuous act of negotiation. Tensions introduced into teacher education in British Columbia at its inception were fundamentally due to both a tacit and explicit desire to pattern the education of future British Columbian teachers on the education of their Eastern Canadian colleagues. The merger of the Victoria Normal School with Victoria College prompted a notable shift in curriculum towards "ensuring that teachers would have an adequate scholarly background as they began their careers".
