ABSTRACT
The chapter discusses the current pattern of teacher education in Canada normally represents a compromise between foundational disciplines of history, psychology, sociology, and philosophy of education and an expanding sector relating to the school practicum and supervision. It expostulates that Canada presents a unique and idiosyncratic location for teacher education. The uniqueness and idiosyncrasy relate to the absence of any national policy-making body with regard to education. The chapter reviews some crystal-ball gazing with regard to the future of teacher education in Canada. This is because the evidence of rapid change in Canadian teacher education is very substantial, and therefore it is important to try and assess the new genres and initiatives that might rejuvenate and revive Canadian teacher education as it comes under threat. In the social space of teacher education, subjectivities are made and constructed, and the project of the teacher educator and educational researcher is to understand the social construction of the subjectivities.
