Abstracts
Abstract
Few studies take up the question of how to teach pre-service or current teachers to practice integrated, interdisciplinary, and inquiry-based methodologies. In this literature review, scholarly research is explored to examine approaches to teacher education based in progressivism. Place- and community-based education is considered as an important approach for heightened student engagement in relation to social justice, rural revitalization, and Indigenous knowledges. Characteristics of strong teacher education programs are also examined. This broad investigation lays the foundation for a deeper inquiry into the organization and development of teacher education programs. Conclusions point to recommendations for teacher education programs with recognition of the potential for critical place-based education within the field of teacher education.
Résumé
Peu de projets de recherche s’attardent à la manière dont il faut former les enseignants — en devenir ou en service — à utiliser des méthodologies intégrées, interdisciplinaires et basées sur la recherche. Dans cette revue des écrits, nous analysons des études universitaires dans le but d’examiner les approches de formation des maitres fondées sur le progressisme. L’éducation basée sur le milieu et sur la communauté est perçue comme une approche fondamentale pour augmenter l’implication de l’étudiant en ce qui a trait à la justice sociale, la revitalisation rurale et le savoir autochtone. Les caractéristiques d’une solide formation des maitres sont également examinées. Cette vaste enquête jette les fondements d’une recherche approfondie de l’organisation et du développement des programmes de formation des enseignants. Nous formulons des recommandations pour les programmes de formation des maitres, reconnaissant le potentiel d’une essentielle éducation basée sur le milieu dans le domaine de la formation des maitres.
Appendices
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