Policy turns in teacher education: The case of Ontario, Canada, during the 21st century

This chapter traces the “policy turn” in teacher education in Ontario during the twenty-first century. Initial Teacher Education (ITE) was reformed to become a two-year programme, including aspects of international trends: considering the role of universities, an emphasis on practicum and clinical practice, and increasing government regulation of ITE curricula. In 2018, the newly elected government introduced a Math Proficiency Test (MPT) which all teacher candidates were to pass. The Ontario Teacher Candidates’ Council won a legal case against the government which resulted in the ruling that the MPT contravened the Canadian Charter of Rights and Freedoms. A further argument against teacher testing was that ITE and continuing professional development (CPD) were best placed to support teachers’ capacity. For in-service teachers, the chapter examines the New Teacher Induction Program (NTIP) for beginning teachers and the Teacher Learning and Leadership Program (TLLP) for experienced teachers. Both programmes have been beneficial; however, there is a need to ensure all beginning teachers can access NTIP with quality mentorship and, following the ending of the TLLP, there is a need for a provincial strategy to support teacher leadership. Finally, the chapter considers the importance of partnership working and collaborative policy-making with teachers in teacher education.