Teaching, Learning, and Leading
Preparing Teachers as Educational Policy Actors
Dados Bibliográficos
| ID | 4980098 |
|---|---|
| Autores | Amy J Heineke (0000-0002-4219-3600, Loyola University Chicago, IL, USA), Ann Marie Ryan (0000-0001-9713-2082, Loyola University Chicago, IL, USA), Charles Tocci (0000-0001-6204-0700, Loyola University Chicago, IL, USA) |
| Ano | 2015 |
| Volume | 66 |
| Fascículo | 4 |
| Páginas | 382-394 |
| Data de publicação | 2015-09-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Journal of Teacher Education (JOURNAL) |
| Identificadores do periódico | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Editora | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/0022487115592031 |
| OpenAlex | W2112217175 |
| Idioma | EN |
| Citações recebidas | 25 |
| Referências citadas | 28 |
Within the current federal, state, and local contexts of educational reform, teachers must be recognized as central actors in policy work, but rarely do we explicitly consider preparing teachers to become policy actors. Understanding these implications for teacher education, we investigate teacher candidates' learning of the complexity and dynamism of educational policy through a field-based teacher preparation program. Situated across four unique school contexts in the diverse neighborhoods of Chicago, Illinois, we qualitatively study the cases of eight teacher candidates as they explore policy in practice. We found that candidates developed enduring understandings about policy as complex, situated, and multilayered, as well as the central role of the teacher. This learning was mediated by multiple facets of the field-based module, including readings, panels, and observations. Implications center on the use of field-based teacher education to support policy-related learning and development
Dynamism · Epistemology · Field (mathematics · Mathematics education · Pedagogy · Policy analysis · Political science · Situated · Situated learning · Sociology · State (computer science · Teacher education · Teacher Preparation · Work (physics · Collaborative Teaching and Inclusion · Computer Science · Educator Training and Historical Pedagogy · Psychology · Public Administration · Teacher Education and Leadership Studies
Safety, advocacy, and the teacher’s role
Expanding the role of teacher leaders
EFL teachers’ agency in Chinese universities against the backdrop of “Curriculum Ideology and Politics”—an ecological perspective
Teachers, Learners and Edu-Business Co-Constructing Mathematics Curriculum Implementation
Bridging the extremes of policy research
Becoming Bilingual Special Educators through Alternative, Synchronous-Service Preparation
Integrating Indigenous epistemologies into mainstream foreign language teaching
Let’s Stop Asking Whether Teachers Are Professionals
The Teachers are Not Alright
School actors navigating between implementor & arbiter – a qualitative study on the dynamics in multilingual schools’ language policy
Perception vs. reality
Facilitating the development of preservice teachers' Pedagogical Content Knowledge of literacy and agentic identities
Claiming and reclaiming the voice of the profession
Policy actors or objects of policy? Teacher candidates' interpretations of ‘teacher quality’ policy initiatives in Australia
Kindergarten isn’t fun anymore. Isn’t that so sad?”
Rethinking Equity
Teacher-Advocates Respond to Essa
A Seat at the Table
How do teachers enact assessment policies as they navigate critical ethical incidents in digital spaces
Necessarily Free
I Never Would Have Noticed It Before”
Perceived Influence of Cooperating Teachers on edTPA Performance
Preparing Teachers for Educational Renewal Within Current Contexts of Accountability
Cascading, Colliding, and Mediating
Learning From Students, Teachers, and Schools
The Allure of Order
Global Education Inc.
Negotiating Language Policies in Schools
English Learners Left Behind
Teaching Practice
Observing sociocultural activity on three planes
Case Study Research
Negotiating language policies in schools
The Political Classroom
Unpeeling the Onion
Educating Language Minority Students and Affirming Their Equal Rights
Closing the Classroom Door and the Achievement Gap
Slicing the Onion Ethnographically
The Work of Teaching and the Challenge for Teacher Education
Nadie Me Dijó [Nobody Told Me]
Rethinking the Connections Between Campus Courses and Field Experiences in College- and University-Based Teacher Education
Constructing 21st-Century Teacher Education
Policy actors
| Obras citantes distintas | 25 |
|---|---|
| Citações por ano | 2,5 |
| Intervalo de citações | 2016 - 2026 (11) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 25 |