ABSTRACT

This chapter illustrates skillfully, both continuity and change have been at play in the development of teacher education approaches and programs over the past two centuries. It explores the theme of balancing regional myopia with cosmopolitanism. The chapter examines the persistent curricular tension in teacher education programs between content and competencies, theory and practice. It shows how ideas of citizenship education influence the purpose of education broadly and therefore teacher education programs specifically. The chapter also examines the increasing force of accountability within teacher education programs. Developing the characteristics and skills for "good" citizenship has long been part of the fabric of education and teacher education in Canada. Mandates of standardization and accountability have been fundamental to US public education dating back to the passing of the Elementary and Secondary Education Act (ESEA) in the 1960s.