Abstract
Starting with Vygotsky's research and the significant contributions from the subsequent cultural-historical tradition (Smolucha & Smolucha, 1992; Gajdamaschko, 2005), the use of the term "imagination" in educational research has undergone a profound transformation. Previously associated with irrational, egocentric, and unrealistic thinking (Piaget, 1962), the term now signifies a sophisticated form of intelligence that integrates logic, emotions, and cognitive flexibility (Abraham, 2020). Imaginative Education (IE) is an educational theory that explores the implications of this postPiagetian perspective on imagination. The theory elucidates why imagination is a vital resource for teaching and learning, providing educators with a set of "cognitive tools crystallized in culture" (Egan, 1997) to enhance the imaginative potential of learners and delve into the thought-provoking and emotionally engaging aspects of curricular subjects. This article presents the results of an exploratory case study conducted to clarify the content, structures, and educational objectives of in-service teacher training programs based on IE, which have been systematically conducted in universities in British Columbia for over two decades. The findings indicate that this non-instrumental approach to teacher training can make a meaningful contribution to ongoing discussions within the European educational community, with a focus on the integration of educational practice and philosophical awareness, and the holistic development of teachers' professional capacities.