Teacher Education in Diverse Settings presents a study of initial educator preparation in three social contexts: a training program for immigrant child care educators in Canada, a pre- and lower primary specialization in a teacher education program in Namibia, and a partnership between the Misak indigenous communities in Colombia and the University of Cauca to deliver courses for educators within their communities. In each setting the book explores the relationships between indigenous ways of thinking and western discourse in reference to the preparation of educators, whether they be teachers, community leaders, or newly arrived immigrants in Canada. In each case the authors’ focus is on the tensions between the local understandings and global ideas, and the creation of space for diverse but intersecting worldviews.
The book’s goal is to investigate ways that teacher educators, parents, and communities can better prepare children for the realities of schooling while preserving the integrity of local norms and values through educator preparation programs.
Table of Content
List of Illustrations; Abbreviations; Acknowledgements; Setting the Scene; Introduction; Underlying Concepts; The Discourse of Early Childhood Teacher Education; Methodological Notes on the Three Cases; Canada: A Bridging Program; Introduction; Part 1 – Policy Context; Part 2 – The Illustrative Case: The Bridging Program; Part 3 – Implications for ECTE in Canada; Namibia: A Higher Degree Program; Introduction; Part 1 – Policy Context; Part 2 – The Illustrative Case: A Higher Degree in Teacher Education; Part 3 – Implications for ECTE in Namibia; Colombia: A Community Program; Introduction; Part 1 – Policy Context; Part 2 – The Illustrative Case: A Community Program; Part 3 – Implications for ECTE in Colombia; Intersections; Introduction; Models of the Child; Models of Preschool and Preschool Teaching; Early Childhood Teacher Education; Implications for ECTE; Index.
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