Teacher Preparation and Language Policy Appropriation: A Qualitative Investigation of Teach For America Teachers in Arizona

Heineke, Amy J.; Cameron, Quanna

doi:10.14507/epaa.v21n33.2013

Cited by 11 publications

(9 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…With various approaches designed to represent, decompose, and approximate practice (Grossman et al, 2009), these first-semester sophomores began to develop as future classroom-based policy makers who leverage policy to advocate for students. To conclude, we use our findings to draw conclusions, share significance, make recommendations, and discuss future research to further our understanding of the important connection between teacher preparation and educational policy (Heineke & Cameron, 2013).…”

Section: Discussionmentioning

confidence: 93%

See 1 more Smart Citation

Teaching, Learning, and Leading

Heineke

Ryan

Tocci

2015

Journal of Teacher Education

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionmentioning

confidence: 93%

“…Despite growing attention in some academic circles about the central role of teachers in educational policy, few have made the connection between the PK-12 teacher as policy actor and teacher preparation (Heineke & Cameron, 2013;Labaree, 2010). In this way, key actors notably absent from these debates on educational reform are teacher candidates.…”

mentioning

confidence: 99%

Teaching, Learning, and Leading

Heineke

Ryan

Tocci

2015

Journal of Teacher Education

View full text Add to dashboard Cite

show abstract

“…To enhance the role of teachers in forming and implementing language policies, thus increasing the chances of the measures that are proposed by these policies, the relation between teachers and policies must be studied more in detail. Heineke and Cameron (2013) discuss the very different ways in which teachers appropriate language policy. As they observe, language policy only provides a framework for teachers to figure the world, teachers can proactively use their own perspectives and identities to deal with the expectations and routines of this figured world.…”

Section: Ideologies Of Monolingualism and Standardisationmentioning

confidence: 99%

“…Following sociocultural theory (Vygotsky, 1978), knowledge is constructed by participating in social and cultural activities that are simultaneously affected by individual, interpersonal, and institutional planes (Rogoff, 2003). By interviewing teachers of different age groups, Heineke and Cameron (2013) were able to show that these three planes occur sequentially, and teachers 'move' from one plane to another as they become more experienced. New and inexperienced teachers are on the institutional plane, enacting policy as prescribed (maintenance).…”

Section: Ideologies Of Monolingualism and Standardisationmentioning

confidence: 99%

Eliminating social inequality by reinforcing standard language ideology? Language policy for Dutch in Flemish schools

Delarue

Caluwe

2014

Current Issues in Language Planning

View full text Add to dashboard Cite

Flanders, the northern, Dutch-speaking part of Belgium, is experiencing growing intraand interlingual diversity. On the intralingual level, Tussentaal ('in-between-language') has emerged as a cluster of intermediate varieties between the Flemish dialects and Standard Dutch, gradually becoming the colloquial language. At the same time, Flanders is encountering increasing numbers of immigrants and their languages. This paper analyses the way Flemish language-in-education policy deals with perceived problems of substandardisation and multilingualism, in order to create equal opportunities for all pupils, regardless of their native language or social background. Both the policy and the measures it proposes are strongly influenced by different, yet intertwined ideologies of standardisation and monolingualism. By propagating Standard Dutch as the only acceptable language and by denying all forms of language diversity, Flemish language-in-education policy not only fails to create equal opportunities, but also reinforces ideologies that maintain inequality. Instead, language policy should be open towards language diversity, taking the role of teachers in forming and implementing policies into consideration.Keywords: language-in-education policy; standard language ideology; monolingualism; social inequality; Dutch in Flanders; Tussentaal Language policy: ideology, planning and practice Language policies are present in some form in all domains of society (Ricento, 2006). It is in the domain of education, however, that such policies have the most impact on the members of society, as language-in-education policies play a paramount role in how a society articulates and plans for the future of its members (Liddicoat, 2013). Official documents are the most overt and articulated forms of language policy, but policies also exist in more covert forms, underlying the practices of language use and language learning in education. As such, policies discuss societal beliefs and attitudes about the value of languages or language varieties: which languages or language varieties are considered to have the most value regarding future societal success for pupils, and subsequently have a place in the classroom? This inextricable link between policy and society is used by Djité (1994) to discern between two kinds of processes in language policy: (i) processes at the societal level, where certain problems (e.g. social inequality) are formulated, together with possible solutions and (ii) at the linguistic level, where the linguistic norms which a community will use (or is expected to use) are selected.

show abstract

“…Another line of research has examined teacher retention and attrition in TFA (Donaldson & Johnson, 2011;Heineke & Cameron, 2013;Heineke, Mazza, & Tichnor-Wagner, 2014;Straubhaar & Gottfried, 2014). For example, Donaldson and Johnson (2011) conducted a longitudinal study with three cohorts of TFA teachers and found that 60.5% of the participants stayed in schools beyond their two-year commitment.…”

Section: Introductionmentioning

confidence: 99%

Teach First Norway - who joins and what are their initial motivations for teaching?

Nesje

2016

ADNO

View full text Add to dashboard Cite

Motivasjon for å undervise er et tema som er mye diskutert i offentlige debatter og i forskningslitteraturen. Grunnen til dette er at læreres profesjonelle motivasjon har vist seg å påvirke elevenes motivasjon, læreres tilfredshet i jobben, fravær og turnover i læreryrket, samt rekruttering av nye lærere. Alternative lærerutdanninger som tilbyr en raskere vei inn i læreryrket har i de senere årene blitt etablert, både i Norge og internasjonalt. Denne studien undersøker om den profesjonelle motivasjonen til kandidater som rekrutteres til disse programmene har spesielle kjennetegn. Artikkelen undersøker både motivasjon for undervisning og motivasjon for å delta i det alternative lederopplærings- og lærerutdanningsprogrammet Teach First Norway. Datamaterialet består av spørreskjemadata og intervjudata fra ett kull (N=13) Teach First Norway-kandidater. Basert på spørreskjemadata ble det utført en klyngeanalyse som fant tre motivasjonsprofiler: “Lav altruistisk motivasjon”, “Interesse for undervisning” og “Høy altruistisk motivasjon”. Ved hjelp av kvalitative intervjuer ble motivasjonsprofilene utdypet. Resultatene viser at samspillet mellom deltakernes ulike motivasjonsfaktorer er kompleks og unik. Det stereotype bildet av en Teach First Norway-kandidat som bruker programmet som et springbrett inn i lederstillinger i næringslivet nyanseres som følge av funnene.Nøkkelord: alternativ lærerutdanning, motivasjon for å undervise, karriere, Teach First NorwayAbstractTeacher motivation is a widely discussed topic in public debates and educational research literature. Prior research has found that teachers’ professional motivation impacts students’ motivation, teachers’ professional satisfaction, teacher absenteeism and turnover, as well as the recruitment of new teachers. Recently, the introduction of alternative teacher education programmes has provided a faster way into the teaching profession. This study investigates specific characteristics of the professional motivations of candidates recruited to these programmes. The article reports both the motivations for teaching and reasons for attending the alternative teacher education programme Teach First Norway (TFN). For descriptive purposes a cluster analysis was performed based on survey data from one cohort (N=13) of TFN candidates. Three motivational profiles emerged: ‘low altruistic motivation’, ‘high interest in teaching’ and ‘predominant altruistic motivation’. The profiles were further explored through qualitative interviews. The results show that the interplay between participants’ motivations is complex and unique. The stereotypical image of a TFN candidate that uses the programme as a springboard into management positions in businesses becomes more nuanced as a result of these findings.Keywords: alternative teacher education, motivations to teach, careers, Teach First

show abstract

Teacher Preparation and Language Policy Appropriation: A Qualitative Investigation of Teach For America Teachers in Arizona

Cited by 11 publications

References 21 publications

Teaching, Learning, and Leading

Teaching, Learning, and Leading

Eliminating social inequality by reinforcing standard language ideology? Language policy for Dutch in Flemish schools

Teach First Norway - who joins and what are their initial motivations for teaching?

Contact Info

Product

Resources

About