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Author: Michelle Knotts
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This qualitative inquiry explores the practices and lived experiences of critical teacher educators who have taken a stance against the corporate reform paradigm of education in their scholarship, activism, and teaching. Participants are leaders in the movement to resist corporate education reform and teacher educators who prepare preservice teachers for working in the current sociopolitical context; they include: Dr. Wayne Au, Dr. Julie Gorlewski, Dr. Denisha Jones, and Dr. P.L. Thomas. The study focuses on the challenges of preparing teacher candidates in the current sociopolitical context and examines how participants enact a critical pedagogy of teacher education that includes authentic writing, critical literacy, and student-centered approaches in order to meet these challenges. The researcher describes four commitments shared by participants: engagement, scholarship, advocacy, and reflection. Those shared commitments are explored through two themes in order to demonstrate how participants 1) politicize teacher education and 2) humanize teacher education. Data were collected through interviews and documents, and the researcher analyzed the data using an inductive, thematic analysis, guided by a critical theoretical framework and the tenets of critical pedagogy. Findings from this study reveal how critical teacher educators' lived experiences influence their commitments and how their stances toward corporate education reform influence their pedagogy. The researcher makes recommendations for teacher educators and teacher education based on the findings -- namely that critical teacher educators should do more to make sense of and engage with the movement to resist corporate education reform and that teacher education can better prepare teachers for the current sociopolitical context with explicit attention to the issues that contribute to schools as they are and by fostering hope and courage to see new possibilities for schools as they could be. Implications for preservice teachers and their experiences as beginning teachers are also discussed. This study reveals how efforts to politicize and humanize teacher education can better prepare teachers as empowered scholars and reflective practitioners who are able to make sense of the corporate reform paradigm and envision alternatives to it. This research challenges conceptions of teacher education that emphasize technical training and compliance in this era of neoliberalism.
Author: Michelle Knotts
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This qualitative inquiry explores the practices and lived experiences of critical teacher educators who have taken a stance against the corporate reform paradigm of education in their scholarship, activism, and teaching. Participants are leaders in the movement to resist corporate education reform and teacher educators who prepare preservice teachers for working in the current sociopolitical context; they include: Dr. Wayne Au, Dr. Julie Gorlewski, Dr. Denisha Jones, and Dr. P.L. Thomas. The study focuses on the challenges of preparing teacher candidates in the current sociopolitical context and examines how participants enact a critical pedagogy of teacher education that includes authentic writing, critical literacy, and student-centered approaches in order to meet these challenges. The researcher describes four commitments shared by participants: engagement, scholarship, advocacy, and reflection. Those shared commitments are explored through two themes in order to demonstrate how participants 1) politicize teacher education and 2) humanize teacher education. Data were collected through interviews and documents, and the researcher analyzed the data using an inductive, thematic analysis, guided by a critical theoretical framework and the tenets of critical pedagogy. Findings from this study reveal how critical teacher educators' lived experiences influence their commitments and how their stances toward corporate education reform influence their pedagogy. The researcher makes recommendations for teacher educators and teacher education based on the findings -- namely that critical teacher educators should do more to make sense of and engage with the movement to resist corporate education reform and that teacher education can better prepare teachers for the current sociopolitical context with explicit attention to the issues that contribute to schools as they are and by fostering hope and courage to see new possibilities for schools as they could be. Implications for preservice teachers and their experiences as beginning teachers are also discussed. This study reveals how efforts to politicize and humanize teacher education can better prepare teachers as empowered scholars and reflective practitioners who are able to make sense of the corporate reform paradigm and envision alternatives to it. This research challenges conceptions of teacher education that emphasize technical training and compliance in this era of neoliberalism.
Author: Sheila Nataraj Kirby
Publisher: Rand Corporation
ISBN: 0833039822
Category : Education
Languages : en
Pages : 197
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Book Description
Teacher education has been subject to both scathing criticism and innumerable efforts designed to reform it or to save it from being dismantled. One of the latest and most well funded efforts aimed at teacher education reform is boldly titled Teachers for a New Era (TNE). Eleven colleges and universities of various types nationwide were selected to participate in TNE. The TNE initiative emphasizes evidence-based decisionmaking, close collaboration between education and arts and sciences faculty, and teaching as an academically taught clinical-practice profession. The RAND Corporation and the M.
Author: Catherine Cornbleth
Publisher: Routledge
ISBN: 1136169067
Category : Education
Languages : en
Pages : 130
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Book Description
Understanding Teacher Education in Contentious Times examines how public, professional, and private or corporate agencies operate to shape teacher education and possibilities for its improvement. Teacher education programs, particularly those leading to state certification or licensure, are influenced not only by state regulations but also by required review and accreditation by an outside agency such as the National Council for the Accreditation of Teacher Education, and are subject to various contextual pressures such as the cultures of the institutions that host them and their surrounding communities, their potential student and employer markets, strong individuals, professional organizations, history or tradition, and, increasingly, external, usually privately-funded, special interest corporations such as the National Council on Teacher Quality. Unique among books on teacher education, this volume interweaves—in historical context including emerging trends—the complex contexts in which practice and reform efforts take place and are supported or impeded.
Author: National Commission on Teaching & America's Future (U.S.)
Publisher: Corwin Press
ISBN: 9780761976783
Category : Education
Languages : en
Pages : 196
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Book Description
Yearbook of the Politics of Education Association A competent, caring, and qualified teacher for every student in the United States! This audacious goal is taken right from the opening pages of the report of the National Commission on Teaching and America's Future (NCTAF)-What Matters Most: Teaching for America's Future. The NCTAF findings are so powerful and unique that The Politics of Teacher Association (PTA) uses them as the basis for this 2000 Y=yearbook. Editors Gallagher and Bailey, along with leading educators, explore the controversies and ramifications of the Commission's major recommendations: Get serious about standards-for both students and teachers Reinvent teacher preparation and professional development Overhaul teacher recruitment and put qualified teachers in every classroom Encourage and reward teaching knowledge and skill Create schools that are organized for student and teacher success The contributors to this book speak to the underlying assumptions, research bases, and values found in the recommendations. Long-time and persistent issues about teaching, teacher education programs, and public policy making are examined under the new light of the latest research. Real-life successes of the recommendations in action are shown in two state-level stories and an urban school partnership. This PEA 2000 yearbook will prove a valuable resource for students, researchers, and all educators interested in teacher education reform in the 21st century.
Author: NA NA
Publisher: Springer
ISBN: 1137072695
Category : Business & Economics
Languages : en
Pages : 352
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Book Description
Teacher Education in America is a thought-provoking analysis of the major issues and problems surrounding teacher preparation. Christopher Lucas offers valuable insights into this ongoing debate. Including an illuminating account of the history of teacher education in the United States.
Author: Erinn Brooks
Publisher: Springer Nature
ISBN: 3030611957
Category : Education
Languages : en
Pages : 202
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Book Description
This book explores how, why, and with what consequences one no-excuses charter network marketizes teaching and learning, through the author’s 1000 hours of covert participant observation at a network charter school. In her research, Brooks found that the “AAG” (pseudonym) network re-conceptualized teaching by urging staff to envision their careers in corporate education rather than in classroom teaching. While some employees received a boost up the corporate ladder, others found themselves being pushed out of the organization. Despite AAG’s equity-conscious discourse, administrators emphasized controlling student behavior as a central measure of teaching effectiveness. Brooks develops the concept of creative compliance to describe the most successful teachers’ tactics for adhering to formal policies strategically, bending the rules in order to survive and advance in a workplace fraught with competition and insecurity.
Author: Marvin Wideen
Publisher: Psychology Press
ISBN: 9780750701839
Category : Education and state
Languages : en
Pages : 252
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Book Description
Examines how teacher educators are responding to the changing times and social contexts in which they work. This book sets out to examine some of the attempts at reform in teacher education around the world.
Author: Thomas S. Popkewitz
Publisher: State University of New York Press
ISBN: 1438416326
Category : Education
Languages : en
Pages : 404
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Book Description
The reform of teacher education has been a focal point of state action in industrial countries since the early 1980s. Given this convergence of educational and governmental activity, the studies presented here are a significant departure from conventional discourse on reform, because they explore the ways that social regulation and political power operate through the processes of educational reform. This book considers the reform of teacher education to be an integral part of the larger system of social regulation that takes place in the arena of schooling. Reforms in teacher education involve complex sets of interactions among and within social institutions. These interactions help shape power relations and patterns of social regulation that operate through state, university, and school interactions. Nevertheless, the patterns that give direction and value to teacher education are not easily discerned in public discussions of educational change. Instead, many of the most important regulatory aspects of teacher education reform are partly obscured by a public discourse that focuses attention on formal responses to socioeconomic events, and that tends to divert critical attention away from the power that is exercised—and the interests that are served—during reform. This volume presents studies of reform in Australia, Finland, Iceland, Portugal, Spain, Sweden, the United Kingdom, and the United States. Although these countries differ in their political and social histories, rates and levels of industrialization, and patterns of educational practice, there is a striking commonality in both the strategies that are employed to reform teacher education, and in the nature of social regulation that is a concomitant of reform.
Author: Christopher A. Lubienski
Publisher: Teachers College Press
ISBN: 0807777676
Category : Education
Languages : en
Pages : 265
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Book Description
Education policymakers often demonstrate surprisingly little awareness of how popular reforms impact teaching and teacher education. In this book, well-regarded scholars help readers develop a more robust understanding of the nature of teacher preparation, as well as an in-depth grasp of how popular policies, practices, and ideologies have taken root domestically and internationally. Contributors include Deron Boyles, Anthony Cody, Kerry Kretchmar, Carmen Montecinos, Beth Sondel, and Christopher Tienken. “This book will help readers consider the possibilities of democratic visions in the teaching profession and in public education, particularly in this time of intense political polarization when critical citizen engagement with our public institutions and policies is deeply needed.” —Janelle Scott, University of California, Berkeley “The chapters in this book make clear that ongoing policy disconnects cannot be ignored and that now is the time to elevate the teaching profession for students who have faced historical inequities.” —Julian Vasquez Heilig, dean, University of Kentucky College of Education “Public teaching and teacher education in the U.S. and in many other parts of the world are under assault by concerted efforts to deregulate and marketize them. This collection of essays examines the consequences of these privatization efforts in the U.S., Chile, and Singapore and should be required reading for those wanting to understand their complexity and consequences for teaching and teacher education today.” —Ken Zeichner, Boeing Professor of Teacher Education, University of Washington
Author: Julie H. Carter
Publisher: Springer
ISBN: 1137560002
Category : Education
Languages : en
Pages : 222
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Book Description
Winner of the 2017 AESA Critic's Choice Book Award This book provides multiple perspectives on the dual struggle that teacher educators currently face as they make sense of edTPA while preparing their pre-service teachers for this high stakes teacher exam. The adoption of nationalized teacher performance exams has raised concerns about the influence of corporate interests in teacher education, the objectivity of nationalized teaching standards, and ultimately the overarching political and economic interests shaping the process, format, and nature of assessment itself. Through an arc of scholarship from various perspectives, this book explores a range of questions about the goals and interests at work in the roll out of the edTPA assessment and gives voice to those most affected by these policy changes, teacher educators, and teacher education students.
