Set against larger processes of reconciliation and peace building taking place at the end of one of the longest civil wars in recent times, this paper examines the nexus between teacher education and postwar reconciliation in Sri Lanka. Drawing on data generated from an ethnographic case study carried out in three teacher preparation programmes, including a programme located in war affected Northern Sri Lanka, the paper aims to better understand the impact reconciliations initiatives in education. It aims to do so by examining the often overlooked experiences of teachers who are being prepared to teach in schools that have emerged out of war. The insights of teachers are critical as the impact of any reconciliation initiative lies in the preparedness of teachers to be active agents of change. The paper argues for the need for transformative approaches teacher education that recognizes the centrality of teachers as change agents.

与近来最长的内战之一结束时发生的更大的和解与和平建设进程相反，本文审视了斯里兰卡教师教育与战后和解之间的联系。本文利用在三个教师准备计划中进行的民族志案例研究产生的数据，包括一个位于受战争影响的斯里兰卡北部的计划，旨在更好地了解教育中的影响和解举措。它旨在通过检查准备在战后学校任教的教师经常被忽视的经历来做到这一点。教师的见解至关重要，因为任何和解倡议的影响都在于教师准备好成为变革的积极推动者。