The Enactment of New Public Management Policies: A Multicase Study of Teacher Education Programs

• In Event: Moscone Center West Roundtable Session 1
  In Roundtable Session: Division K Roundtable Session

Abstract

New Public Management has introduced a corporate logic in educational policy worldwide. This proposal explores sociopolitical and contextual aspects mediating teacher educators’ interpretation and responses to teacher candidates’ standards and tests policies in Chilean university-based teacher education. Based on critical policy analysis and policy enactment ideas (Ball et al., 2012), this qualitative multi-case study examined five teacher preparation programs, analyzing individual interviews and focus groups with teacher educators, and institutional documents using content analysis. Differences in programs’ interpretations and responses, expressed alignment, critical vigilance, or counter-conduct to NPM (Anderson & Cohen, 2018) related to their regional and institutional aspects. The study contributes to understand how NPM ideas are enacted on teacher preparation programs and aspects shaping these differences.

Authors

• Maria Beatriz Fernandez Cofre, Universidad de Chile

• Loreto Fernández, Universidad Alberto Hurtado

• Catalina Cuenca, Universidad Alberto Hurtado