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‘Small but mighty’: a case study of teacher educators disrupting neoliberal reforms of teacher education and reclaiming a voice in policy conversations
Journal of Education for Teaching ( IF 4.140 ) Pub Date : 2021-04-05 , DOI: 10.1080/02607476.2021.1909418
Elena Aydarova 1 , James Rigney 2 , Nancy Dana 3
Affiliation  

ABSTRACT

As attacks on teacher education mount, teacher educators have been urged to take a more active part in policy deliberations. Yet the question of how teacher educators get their voices heard in policy contexts that are not receptive to their expertise remains underinvestigated. This qualitative case study addresses this gap by exploring the work of a group of teacher educators who engaged in advocacy against the introduction of edTPA as a licensure assessment in their state. Through the analysis of interviews, public testimonies, and policy artefacts produced by this group, we documented how over a span of one year the group engaged in policy advocacy that redirected reform efforts from the implementation of edTPA to running a pilot comparing edTPA to another locally produced assessment. The most important outcome of this advocacy, however, was the shift in roles afforded to teacher educators: instead of being seen as objects of reform, they were invited to become participants in policy dialogues about the future of teacher education. The significance of this study lies in offering insights for how teacher educators in other contexts can mobilise their response to neoliberal reforms of teacher education.



中文翻译:

“小而强大”:教师教育工作者破坏教师教育新自由主义改革并在政策对话中重新获得发言权的案例研究

摘要

随着对教师教育的攻击越来越多,教师教育工作者被敦促更积极地参与政策审议。然而,教师教育工作者如何在不接受他们专业知识的政策环境中听到他们的声音的问题仍未得到充分研究。本定性案例研究通过探索一群教师教育工作者的工作来解决这一差距,这些教师从事倡导反对在其所在州引入 edTPA 作为执照评估的活动。通过对该小组的访谈、公开证词和政策人工制品的分析,我们记录了该小组在一年多的时间里如何进行政策宣传,将改革工作从 edTPA 的实施转向运行试点,将 edTPA 与当地的另一个进行比较产生的评估。然而,这次宣传最重要的成果是,教师教育工作者的角色发生了转变:他们不再被视为改革的对象,而是被邀请参与有关教师教育未来的政策对话。本研究的意义在于为其他背景下的教师教育工作者如何动员他们对教师教育的新自由主义改革做出反应提供见解。

更新日期:2021-04-05
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