Foundations in Teacher Education: A Canadian Perspective

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dc.contributor.editorChristou, Theodore Michael
dc.contributor.editorBullock, Shawn Michael
dc.date.accessioned2021-04-23T17:17:20Z
dc.date.available2021-04-23T17:17:20Z
dc.date.issued2013
dc.description.abstractEducation foundations scholars – defined here in disciplinary terms, which encompass History, Philosophy, and Sociology of Education – have been feeling the ground shift beneath their feet for years. This book offers reflections from each of the three disciplines and from all regions of the country. The authors here were asked to respond to the following question: “What role should foundations play in Canadian preservice teacher education?” The responses are organized in three sections disciplinarily, (history of education, philosophy of education, sociology of education), although there is tremendous overlap between the three sections.
dc.identifier.citationChristou, T. M., & Bullock, S. M. (Eds.). (2013). Foundations in teacher education: A Canadian perspective. In Canadian research in teacher education: A polygraph series (Vol. 3). Canadian Association for Teacher Education.
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/38774
dc.identifier.isbn978-0-9919197-7-2
dc.identifier.urihttp://hdl.handle.net/1880/113291
dc.language.isoeng
dc.publisherCanadian Association for Teacher Education (CATE)
dc.relation.ispartofseriesPolygraph book series
dc.titleFoundations in Teacher Education: A Canadian Perspective
dc.typebook
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