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Behind the Push for Licensure Reform: How Beliefs about the Teaching Profession Unite and Divide Coalitions. EdWorkingPaper No. 25-1219

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Bibliographic Details
Title: Behind the Push for Licensure Reform: How Beliefs about the Teaching Profession Unite and Divide Coalitions. EdWorkingPaper No. 25-1219
Language: English
Authors: Meghan Comstock, Maya Kaul, Abigail Dym, Youngsun Lee, Sora Kim, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2025.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 72
Publication Date: 2025
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Teaching (Occupation), Beliefs, Educational Policy, Policy Formation, Teacher Certification, Educational Change, Teacher Effectiveness, Politics of Education, Elementary Secondary Education, Committees, Power Structure, Democratic Values, Professionalism, Administrative Organization
Geographic Terms: North Carolina
Abstract: A long history of scholarship on teacher professionalism documents how different narratives about teaching animate education policy and practice. We bridge the Advocacy Coalition Framework with institutional logics to examine how beliefs about teaching unite and divide a state-level coalition pursuing teacher licensure policy reform and manifest in the policymaking process. Drawing on qualitative and epistemic network analysis of public meeting transcripts in North Carolina between 2021-2022 and associated artifacts, this investigation provides evidence that, despite very different beliefs about teaching among interest-holders in the coalition and concrete representation of these beliefs in specific policy features, the same market principles that dominated earlier waves of teacher policy reform are structurally privileged in the contemporary landscape of teacher licensure reform.
Abstractor: As Provided
Entry Date: 2025
Accession Number: ED674084
Database: ERIC
Description
Abstract:A long history of scholarship on teacher professionalism documents how different narratives about teaching animate education policy and practice. We bridge the Advocacy Coalition Framework with institutional logics to examine how beliefs about teaching unite and divide a state-level coalition pursuing teacher licensure policy reform and manifest in the policymaking process. Drawing on qualitative and epistemic network analysis of public meeting transcripts in North Carolina between 2021-2022 and associated artifacts, this investigation provides evidence that, despite very different beliefs about teaching among interest-holders in the coalition and concrete representation of these beliefs in specific policy features, the same market principles that dominated earlier waves of teacher policy reform are structurally privileged in the contemporary landscape of teacher licensure reform.