Studying Teacher Preparation at New Graduate Schools of Education (nGSEs): Missions, Goals, and Logics

• In Event: 43.029 - Teacher Preparation at New Graduate Schools of Education: Capturing a Changing Field

Abstract

Theoretical Framework/Related Literature
This paper focuses on teacher preparation at nGSEs as part of larger changes in U.S. teacher education over the last 30 years (Cochran-Smith, 2005; Grossman & Loeb, 2008; Wilson, 2014). Drawing on ideas from institutional theory (Meyer & Rowan, 2006; Scott Ruef, Mendel, and Caronna, 2000), this paper analyzes “institutional environments” (Scott, et al., 2000) at nGSEs. First, the paper utilizes the distinction between adaptation, which involves new activities within existing organizations wherein change is incremental, and ecological change, which involves new organizations that challenge existing organizations wherein change is discontinuous (Hannan & Freeman, 1989). Second, the paper applies to nGSEs what Scott and colleagues identify as the three core institutional components that capture the changing nature of institutional environments: institutional logics, institutional actors, and governance structures.

Data Sources/Analysis
Data sources include both policy documents and case study material. Policy sources include major policy documents/tools, position papers, and reports related to teacher education accountability and pathways into teaching since 2000. Case data include interviews with nGSE leaders and founders along with institutional histories, missions, materials, and records. Cross-case analysis of policy documents utilized three major codes: values/ideals, framing of the problem of teacher education, and power relationships. Cross-case analysis of case data utilized four codes: beliefs/belief systems, standards/professional norms, teacher educators/leaders, and regulatory agencies/accreditors.

Findings/Interpretations
The paper makes two arguments. First, it shows that teacher preparation at nGSEs involves a changing pattern of institutional arrangements that is discontinuous with current arrangements. The paper suggests that this changing pattern is the result of multi-level factors and forces: (1) unprecedented global attention to teacher quality as a human capital problem tied to neoliberal economics; (2) developments in K-12 education, including growth of a market-driven, decentralized private sector coupled with test-based accountability; (3) a continuous public narrative asserting that university teacher education has failed to produce effective teachers; and, (4) the consensus that education reform, rather than other social policies, can redress inequality. Second, the paper argues that although there are some similarities in the institutional environments of university and nGSE teacher preparation, most are superficial. In contrast, the analysis shows that at nGSEs, institutional logics, which include the “organizing principles” and beliefs (Scott et al., 2000, p. 20) that guide participants’ behaviors, focus on innovation, defined partly as an epistemological break with university-generated theory and research. Institutional actors at nGSEs, both individuals and organizations (Rowan, 2006), involve a new cadre of teacher educators, including educational/social entrepreneurs, practitioners, and philanthropists. Governance structures, or the public and private actors that control activities (Meyer & Rowan, 2006), include different state accreditors and new collective organizations.

Significance
As an institutional field, teacher education has experienced turbulence since the 1990s. This analysis zeroes in on one aspect of the turbulence, showing that the nGSE phenomenon represents discontinuous, rather than adaptive change within the field. Although teacher preparation at nGSEs is a relatively small phenomenon, it is growing at the same time enrollment is dropping in university programs. The paper explores implications for the field.

Authors

• Marilyn Cochran-Smith, Boston College

• Heather Francis, Boston College