The role of the Ontario College of Teachers in the professionalization of teaching.
Published: 2005
Language: eng
Number of pages: 213
Subjects: Ontario College of Teachers.; Teachers -- Certification -- Ontario.; Teachers -- Certification -- Ontario.
Description: A comparative single case study methodology was used, with the Ontario College of Teachers as a detailed single case and the British Columbia College of Teachers and the General Teaching Council of Scotland as secondary cases. Data were collected from two main sources---documents from the three colleges of teachers and personal interviews with the most senior designated leaders of the selected organizations and a limited number of College Staff.This study explores the extent to which the Ontario College of Teachers has the internal and external capacity to establish effective working relationships with other educational organizational players, specifically Ontario teacher unions and faculties of education. The second purpose of the study is to gain insight into whether the College has been able to evolve and change over its brief lifetime in ways that allow it to work more effectively with stakeholders and thereby advance the goal of professionalizing teaching through self-regulation.The study discovered that although tensions continue to exist, relationships between the faculties of education and the College are not as abstruse as between the College and the teacher unions. Through this research the author came to understand in depth the organizational context of the Ontario College of Teachers, and was able to articulate some important dynamics and issues that regulatory bodies contend with and those that could be further explored.
Notes: Thesis (Ed.D.)--University of Toronto, 2005.

Electronic version licensed for access by U. of T. users.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2039.