How Teacher Educators Can Support Preservice Teachers in Refusing and Altering Policymakers' Neoliberal Reforms

• In Event: Thinking Critically About Teacher Education: Building New Pedagogical, Research, and Policy Futures

Abstract

Policymakers’ neoliberal education reforms have altered the landscape of teaching and teacher education. Yet, little is known about how preservice teachers make sense of the impact of these reforms on themselves as teachers and the profession they are about to enter. In this paper, we share findings from a case study that examined how a sample of teachers in a large urban teacher education program conceptualized the neoliberal education system they are entering as teachers. These findings provide insight into how teacher educators can support preservice teachers in coming to understand the nature and impact of these reforms so that these preservice teachers might refuse these reforms as well as work with others to transform neoliberal education systems.

Authors

• Christopher P. Brown, The University of Texas at Austin

• Da Hei Ku, The University of Texas at Austin

• Kate Puckett, Eastern Oregon University

• David P. Barry, West Chester University