The Impact of Politics on the Work of Literacy/English Teacher Educators

• In Event: Political Conversations in the Lives of Teachers

Abstract

We are studying 28 literacy/English teacher educators (LTEs) in four countries (Canada, U.S., England, and Australia). The context where they are working is changing as governments become more involved in the design and delivery of teacher education. This proposal reports on one aspect of the large-scale research: How is the increasing role of the government in teacher education affecting LTEs? Surveillance by governments is undermining their identity as autonomous professionals. Externally imposed requirements are compromising the integrity of their courses. Their workload is increasing because they must prepare for frequent external inspections. As a result, many are feeling highly discouraged and are concerned that new requirements will in fact not prepare new teachers to be effective literacy/English teachers.

Authors

• Bethan-Jane Marshall, Kings College, London

• Clare Kosnik, University of Toronto/OISE

• Lydia Menna, OISE/University of Toronto

• Pooja Dharamshi, University of Toronto - OISE

• Clive M. Beck, OISE/University of Toronto