Politicization of Teacher Education: Impact on Literacy Teacher Educators

• In Event: Teaching Across Borders: Experiences of International Teachers and Teacher Educators

Abstract

Given the intense politicization of education many teacher educators are caught in the cross-hairs of government’s reform agendas, university expectations, and student teacher needs. This proposal reports on a study of 28 literacy teacher educators in four countries (Canada, U.S., Australia, and England). How is politics affecting literacy teacher educators (LTEs)? Three specific aspects are considered: pedagogies, identity, and well-being. It describes how their pedagogy (goals and teaching strategies) have narrowed because of mandated curriculum and exit exams; ow their identity as academics is being complicated because they often do not have time for their research; and their well-being is compromised because of excessive external inspections and as their community in the university splinters.

Authors

• Clare Kosnik, University of Toronto/OISE

• Pooja Dharamshi, Simon Fraser University

• Lydia Menna, University of Alberta

• Clive M. Beck, OISE/University of Toronto