ABSTRACT
This chapter examines how the socio-political context influenced teacher education in Saskatchewan. It explores elements of the Saskatchewan historical contexts, including demographics, circulating socio-political and educational ideologies, and the connections between these contextual elements; provincial teacher education programming over time; and examples of collaborative planning and decision-making in Saskatchewan teacher education. Saskatchewan, roughly equivalent to the size of Texas, then and now holds a small population in a large space. The chapter shows the ways in which the demographics of Saskatchewan influenced the socio-political context. "New education" theories which began to circulate in Saskatchewan flowed from the theories of American experimental pedagogues. When the Saskatchewan Normal School system was formalized for the newly created provincial education system in 1905, a fairly entrenched curriculum had already been in existence for a number of years. The collaborative relationship between the department, university, and Normal Schools was extended in 1915 when the Minister of Education appointed members to an Agricultural Instruction Committee.
