Teacher Educators as Reformers: Competing Agendas

Autor/inn/en	Cochran-Smith, Marilyn; Stringer Keefe, Elizabeth; Carney, Molly Cummings
Titel	Teacher Educators as Reformers: Competing Agendas
Quelle	In: European Journal of Teacher Education, 41 (2018) 5, S.572-590 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stringer Keefe, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2018.1523391
Schlagwörter	Teacher Educators; Change Agents; Educational Change; Preservice Teacher Education; Change Strategies; Politics of Education; Leadership Styles; Teacher Characteristics + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungsreform; Lehramtsstudiengang; Lösungsstrategie; Educational policy; Bildungspolitik; Führungsstil
Abstract	Most of today's reforms of initial teacher education programs, policies, and practices have positioned teachers and teacher educators as the objects, rather than the agents of reform. In contrast, this article focuses on teacher educators as reformers by analyzing three approaches to reform that are initiated, developed, and promoted by teacher educators themselves: "entrepreneurial reform," "managerial reform," and "democratic reform." The article concentrates primarily on "teacher educators as reformers" in the US, but also includes examples from other countries. For each approach, the article considers: who the teacher educator reformers are and how they are positioned; how they construct the 'problem' of teacher education; what reforms they advocate as the 'solution'; and, how these are related to larger policy and political agendas. The article argues that this kind of analysis is critical to understanding the current discourse of reform and the competing agendas that dominate the politics of teacher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01