Policymakers’ neoliberal education reforms have altered teaching and teacher education. These neoliberal policies reframe teaching and teacher education through conceptions of standards, academic achievement, data, and accountability. By doing so, many new and experienced teachers have left the field, and this has caused many who remain to question their ability to attain policymakers’ objectives and what it means to be a teacher. Yet, little is known about the impact of these neoliberal reforms on preservice teachers. In this article, we begin to attend to this issue by examining how a sample of preservice teachers made sense of their role as teachers and the profession they are entering. We then analyze whether such sensemaking reflects policymakers’ neoliberal framing of these constructs. Based on these findings, we outline opportunities for teacher educators to work with their preservice teachers to interpret, critique, and respond to policymakers’ neoliberal reforms.

政策制定者的新自由主义教育改革改变了教学和教师教育。这些新自由主义政策通过标准、学术成就、数据和问责制的概念重新定义了教学和教师教育。通过这样做，许多新的和有经验的教师离开了这个领域，这导致许多人质疑他们实现决策者目标的能力以及成为一名教师意味着什么。然而，人们对这些新自由主义改革对职前教师的影响知之甚少。在这篇文章中，我们通过研究一个职前教师样本如何理解他们作为教师的角色和他们正在进入的职业来开始关注这个问题。然后，我们分析这种意义构建是否反映了政策制定者对这些结构的新自由主义框架。基于这些发现，