Teacher Educators in Neoliberal Times: A Phenomenological Self-Study

Abstract

In Sweden, and most Western countries, pervasive neoliberal policies have dramatically transformed the entire education sector in a matter of decades. As teacher educators, we have experienced how neoliberal currents have pushed Swedish teacher education towards a teacher training paradigm which may risk undermining the foundations for professional judgement. Moreover, the Bologna Process and the introduction of New Public Management have had significant consequences for what it means to be a teacher educator. In this study, we present our everyday experiences of being teacher educators, immersed in a teacher education culture in Sweden which has evolved under the pressures of neoliberalism. To address these complex lived experiences we engaged in a phenomenological first-person account. Three main themes emerged from an analysis of lived experience descriptions: (a) Alignment Slaves; (b) Audit Puppets; (c) Techno Phobes. These themes reflect different lived dimensions of being teacher educators confronted with neoliberal agendas. The paper concludes with a call for resistance to bring about change within teacher education.

En samtida diskurs om betydelsen av fysisk aktivitet för undervisning och lärande: Kritisk analys av artiklar i lärarfackliga tidskrifter

“…Denna tendens liknar vad Biesta (2012) beskriver som en tilltagande "lärifiering" där lärares arbete nästan enbart förstås i termer av lärande, och som här reflekterar en reorganisering som innebär att didaktiska frågor om innehåll, genomföranden och syften marginaliseras. En sådan fokusförskjutning bort från läraryrkets kärna kan dessutom öppna för externa parter att utöva inflytande över undervisningen (jfr Biesta, 2009;Levinsson et al, 2020). Till ekonomiska intressen som också kan förmodas behöva problemet hör även de företag som säljer ändamålsenlig utrustning.…”

Continuing Professional Development: A Threat to Teacher Professionalism

“…However, the drift away from vertical "know-why" knowledge, towards horizontal 'know-how' knowledge is neither restricted to teacher CPD nor to a Swedish phenomenon. It has also been identified as a result of neoliberal reform processes in teacher education in Sweden and in many other Western countries (Apple, 2001;Beach & Bagley, 2012;Levinsson, Norlund & Beach, 2020;Sleeter, 2008;Zeichner, 2010). For example, the latest reform in Swedish teacher education has moved the curriculum (back) towards a teacher-training paradigm that emphasizes practical behavioral skills and subject matter knowledge (Player-Koro, 2012).…”

An Inquiry into the Continuing Professional Development Training Needs of Education Graduates in a State University in the Philippines

“…Having considered this educational milieu in seeking to achieve transformational professional development, it is important to recognize teachers' voices and views in the development of CPD Programs through an inquiry process. As observed, much is already demanded from teachers to maintain subject area knowledge and the skills for teaching that content in a rapidly changing world, while providing instruction that is responsive to the diverse needs of their students and communities (13) . This paper aims to capture insightful information to the continuing quest for pedagogical innovations from professional teachers that are responsive to the Philippines and international standards as reflected in the PPST.…”