Hirschkorn, MarkMueller, Julie2021-04-232021-04-232016Hirschkorn, M., & Mueller, J. (2016). What should Canada's teachers know? Teacher capacities: Knowledge, beliefs, and skills. Canadian Association for Teacher Education.978-0-9947451-6-3http://hdl.handle.net/1880/113298Teacher education programs work with prospective teachers that are destined to work in a wide variety of contexts, and thus must find ways to allow individuals to engage personally with what is offered while maintaining more general program-wide experiences and certification requirements. So what do teacher education institutions intend for their students to learn within the boundaries of their programs? This book is composed of answers to more specific questions that begin to explore the broader inquiry as to what Canada’s teachers should know. The 21 chapters that form this volume are divided according to their consideration of one of four focus questions examining a) the impact of globalization on the teacher capacities in Canada; b) how capacities are developed and influenced during and after teacher education programs; c) how teacher education programs measure capacities and are held accountable for the development of these capacities; and d) how these capacities may or may not serve the needs of a diverse student body. This book is evidence that there is no longer a one-model-fits-all mentality prevailing in Canadian teacher education, rather, teacher educators are embracing the context of their communities, provinces, and the world to provide critical conversations and experiences for their students.engThe copyright for each piece in the collection stays with the respective authors. The authors assign a non-exclusive right to publication to the Canadian Association for Teacher Education and a non-exclusive license to educational and non-profit institutions and to individuals to use their piece in this publication for personal use and in courses of instruction provided that the pieces are used in full and this copyright statement is reproduced. Any other usage is prohibited without the expressed permission of the authors.conference proceedings10.11575/PRISM/38780