Capital, Power and the Struggle over Teacher Certification

Autor/in	Tamir, Eran
Titel	Capital, Power and the Struggle over Teacher Certification
Quelle	In: Educational Policy, 24 (2010) 3, S.465-499 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904809335105
Schlagwörter	State Officials; Educational Change; Teacher Certification; Educational Policy; Teacher Educators; Educational Research; Teacher Education; Social Capital; Cultural Capital; Primary Sources; Power Structure; Pedagogical Content Knowledge; Teaching Methods; Political Influences; Political Attitudes; Government Role; New Jersey + Suchen Sie Ihr Suchwort? Member of the government; Regierungsmitglied; Bildungsreform; Politics of education; Bildungspolitik; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Bildungsforschung; Pädagogische Forschung; Sozialkapital; Primärquelle; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Political influence; Politischer Einfluss; Political attitude; Politische Einstellung
Abstract	This article employs Bourdieu's concept of capital to understand how state officials and teacher educators in New Jersey used three different forms of capital--economic, social, and cultural--in their struggle to shape the undergraduate teacher preparation and the first state sponsored alternative route program to teacher certification. Based on analysis of state archive documents and other primary sources, I describe how state officials successfully exploited their access to cultural and economic capital to establish a legitimate and credible educational policy and to marginalize teacher educators who were forced to rely, almost entirely, on their cultural capital. I conclude that as a result of this struggle, the field of educational policy in New Jersey during the 1980s experienced a shift of power, with the state gaining more power to implement its vision of educational policy (one that relied on neo-liberal and neo-conservative ideas and that supported teachers with broader subject matter knowledge and leaner pedagogic training). (Contains 21 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10