Reflective, Humanistic, Effective Teacher Education: Do Principles Supported in the Deans' Accord Make a Difference in Program Outcomes‪?‬

This study examines two Canadian teacher education programs in relation to reflection-based principles identified in the Association of Canadian Deans of Education's Accord on Initial Teacher Education. In one program, data analysis indicated a strong link between the practice and beliefs of pre-service teachers: they became more humanistic and their practices were more authentic. In the other program, the relationship between practice and beliefs was weak; practice tended to become more imitative of custodial mentor teachers, more accurately described as inauthentic. The study concludes that when reflection-enhancing practices are prominent, teacher education programs more likely generate humanistic and authentic effective outcomes consistent with reflection-based Accord principles. Key Words: beliefs about education, authentic practice, pupil control ideologies, educational effectiveness paradigms, reflective practice.