Portrait of a "Teach for All" (TFA) Teacher: Media Narratives of the Universal TFA Teacher in 12 Countries

Autor/inn/en	Gautreaux, Michelle; Delgado, Sandra
Titel	Portrait of a "Teach for All" (TFA) Teacher: Media Narratives of the Universal TFA Teacher in 12 Countries
Quelle	In: Education Policy Analysis Archives, 24 (2016) 110, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Mass Media; Discourse Analysis; Educational Change; Global Approach; Teacher Effectiveness; Educational Improvement; Equal Education; Comparative Analysis; Comparative Education; Social Characteristics; Disadvantaged Schools; Teacher Characteristics; Interaction; Interaction Process Analysis; Conflict; Content Analysis; Teacher Education Programs; Foreign Countries; Newspapers; Argentina; Australia; Chile; Colombia; Mexico; New Zealand; Panama; Peru; Spain; United Kingdom (England); United States; Uruguay + Suchen Sie Ihr Suchwort? Massenmedien; Diskursanalyse; Bildungsreform; Globales Denken; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching improvement; Unterrichtsentwicklung; Vergleichende Erziehungswissenschaft; Gesellschaftsbild; Interaktion; Prozessanalyse; Konflikt; Inhaltsanalyse; Ausland; Newspaper; Zeitung; Argentinien; Australien; Kolumbien; Mexiko; Neuseeland; Spanien; USA
Abstract	This article employs narrative analysis to examine how the media in 12 different countries characterize the "Teach for All" (TFA) teacher. Examining mass media narratives in these 12 countries illustrates that there are some remarkable commonalities in the narratives and character portraits co-constructed and propagated by the media. At the core of these narratives is the notion of a problem in education. This problem justifies the creation and emergence of a character, commonly constructed in opposition to traditionally certified teachers, who embodies the characteristics and attributes of the contemporary neoliberal subject. This article discusses the implications of this character's widespread representation; namely, how does the character construction influence the broader public perception about education and how is it contributing to the (re)imagination of the role of the teacher? (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01