The Double-Voiced Nature of Becoming a Teacher in the Era of Neoliberal Teaching and Teacher Education

Autor/inn/en	Brown, Christopher P.; Puckett, Kate; Barry, David P.; Ku, Da Hei
Titel	The Double-Voiced Nature of Becoming a Teacher in the Era of Neoliberal Teaching and Teacher Education
Quelle	In: Action in Teacher Education, 43 (2021) 4, S.447-463 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Christopher P.) ORCID (Puckett, Kate) ORCID (Barry, David P.) ORCID (Ku, Da Hei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2020.1863283
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Neoliberalism; Educational Change; Resistance to Change; Democracy; Case Studies; Educational Policy; Empowerment; Accountability + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Neo-liberalism; Neoliberalismus; Bildungsreform; Demokratie; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Verantwortung
Abstract	As policy makers' neoliberal reforms continue to impact teaching and teacher education, stakeholders across both fields of teaching continue to seek out alternative practices that assist educators in fostering democratic learning experiences for children in schools. However, many continue to struggle with the impact of these reforms on their teaching. Thus, there is a need to better understand how to support preservice teachers in authoring themselves so that they enter the profession in a manner that allows them to speak back to policy makers' demands and engage in democratic teaching and learning processes with their students. The instrumental case study examined in this article investigated this issue by examining how a sample of preservice teachers in a large urban teacher education program authored themselves as teachers who spoke with and against policy makers' neoliberal reforms. These findings demonstrate that while preservice teachers appear willing to pursue alternative visions of schooling they still seem to focus on individualized choices in avoiding policy makers' reforms. Thus, there appears to be opportunities for teacher educators to support preservice teachers in developing the skills required to speak back to policy makers' neoliberal reforms so that they can author themselves as the teachers they want to be. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01