Sticks, Stones, and Ideology

The Discourse of Reform in Teacher Education

Bibliographic Data

ID9734978
AuthorsMarilyn Cochran‐smith (0000-0002-9262-4042, Boston College, corresponding author), Marilyn Cochran-Smith (Boston College, Chestnut Hill, MA 02467; . Her research interests include teacher education policy and practice, practitioner inquiry, and social justice.), Mary Kim Fries (Boston College, Chestnut Hill, MA 02467; . Her research interests include teacher education, conflict resolution, and qualitative research)
Year2001
Volume30
Issue8
Pages3-15
Publication date2001-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational Researcher (JOURNAL)
Journal identifiersISSN: 0013-189X • E-ISSN: 1935-102X
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x030008003
OpenAlexW1986877452
LanguageEN
Citations received96
References cited17

Many highly politicized debates about reforming teacher education are embedded within two larger national agendas: the agenda to professionalize teaching and teacher education, which is linked to the K–12 standards movement, and the movement to deregulate teacher preparation, which aims to dismantle teacher education institutions and break up the monopoly of the profession. In this article, the authors analyze how these two agendas are publicly constructed, critiqued, and debated, drawing on public documents from each side and using the language and arguments of the advocates themselves. The authors argue that, despite very different agendas, the discourse of both deregulation and professionalization revolves rhetorically around the establishment of three interrelated warrants, which legitimize certain policies and undermine others. Taken together, what Cochran-Smith and Fries label “the evidentiary warrant,” “the political warrant,” and “the accountability warrant,” are intended by advocates of competing agendas to add up to “common sense” about how to improve the quality of the nation’s teachers. The authors conclude that in order to understand the politics of teacher education and the complexities of competing reform agendas, their underlying ideals, ideologies, and values must be debated along with and in relation to “the evidence” about teacher quality

Accountability · Economics · Ideology · Pedagogy · Political science · Politics · Professionalization · Reform movement · Social science · Sociology · Teacher education · Warrant · Collaborative Teaching and Inclusion · Educator Training and Historical Pedagogy · Law · Public Administration · Teacher Education and Leadership Studies

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