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Teacher educators as reformers: competing agendas.

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Title: Teacher educators as reformers: competing agendas.
Authors: Cochran-Smith, Marilyn1 marilyn.cochran-smith@bc.edu, Stringer Keefe, Elizabeth2, Carney, Molly Cummings1
Source: European Journal of Teacher Education. Dec2018, Vol. 41 Issue 5, p572-590. 19p.
Subject Terms: *Teacher educators, *Teacher education, *Education policy, *Teacher effectiveness, *Educational change, *Social problems, *Academic achievement, *Economic development
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. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Teacher educators as reformers: competing agendas.
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Teacher+Education%22">European Journal of Teacher Education</searchLink>. Dec2018, Vol. 41 Issue 5, p572-590. 19p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+effectiveness%22">Teacher effectiveness</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br />*<searchLink fieldCode="DE" term="%22Social+problems%22">Social problems</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Economic+development%22">Economic development</searchLink>
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  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of European Journal of Teacher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=132616837
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        Value: 10.1080/02619768.2018.1523391
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      – Code: eng
        Text: English
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      – SubjectFull: Education policy
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      – SubjectFull: Teacher effectiveness
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      – SubjectFull: Educational change
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      – SubjectFull: Social problems
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      – SubjectFull: Academic achievement
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            – D: 01
              M: 12
              Text: Dec2018
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