The Politics of Policy in Teacher Education: International Perspectives

Session Submission Type: Symposium

Abstract

This symposium focuses on the policy and politics of teacher education in four nations—the U.S., England, New Zealand, and Ireland—each of which is constructing teacher quality/teacher preparation policy in light of concerns about the global positioning of their economies. Not only is the historical trajectory of each country different, the policy landscape in each is changing in different ways. Each paper provides new insight on a specific contemporary policy issue related to teacher quality/teacher preparation in terms of larger politics and political agendas. Following the papers, a discussant from a fifth nation will provide critique based on her extensive national and international experience in teacher education research, policy, and practice.

Sub Unit

• Division K - Teaching and Teacher Education / Section 10: Teaching and Teacher Education Policy (teacher certification, alternative routes to licensure, institutional accreditation) and Research

Chair

• Beatrice Avalos, Universidad de Chile

Papers

• The Politics of Accountability: Assessing Teacher Education in the United States - Marilyn Cochran-Smith, Boston College; Peter Piazza, Boston College; Christine Power, Boston College

• Politics, Policy, and Professionalism: The Changing Agenda of Teacher Education in England - John Furlong, The University of Oxford

• The Politics of Teacher Education Reform in Ireland: From Contentment to Concern - Paul F. Conway, University College Cork

• The Politics of Responsibility: Teacher Education and Persistent Underachievement - Lexie Barbara Grudnoff, The University of Auckland; Fiona Ruth Ell, University of Auckland

Discussant

• Beatrice Avalos, Universidad de Chile