The Intersection of Professionalization, Policy, Performance Assessment, and Privatization as a Conceptual Frame in Teacher Education

Gurl, Theresa J.; Caraballo, Limarys; Grey, Leslee; Gunn, John H.; Gerwin, David; Bembenutty, Héfer

doi:10.1007/978-3-319-29146-8_3

Cited by 4 publications

(3 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This is in line with the results of a research conducted by Nias (2017) that showed that the career development of a person is not removed from the context of the institution. Further, in order to achieve success, there needs to be equity and integrity synergized with each other to create opportunity (Gurl et al, 2016).…”

Section: Professionalism and Professionalization Of Lecturers At The Start Of Their Careersmentioning

confidence: 99%

Professionalism and professionalization of early stage teachers in higher education

Wardoyo

Herdiani

Susilowati

et al. 2020

JARHE

View full text Add to dashboard Cite

PurposeThe aim of the study is to test whether an increase in professionalism has a reciprocal relationship with the professionalization of early-stage lecturers.Design/methodology/approachResearch with the topic of professionalism and professionalization of educators does not consider the reciprocal relationship. Most research only test the one-way relationship between professionalism and professionalization as the consequence of the application of government policies on colleges. Analysis in this research was carried out on the perspectives of early-stage lecturers on professionalism and professionalization, each conducted reciprocally for period tn from tn−1.FindingsIn the initial period of the profession, lecturers will tend to work hard to increase the competence and income they possess. The achieved increase in competence is based on the demand to develop professionalism, while the increase in income is based more on the demands of individual needs. In general, an increase in the professionalism of lecturers will be followed by an increase in income (professionalization). However, at some point, this increase in professionalism will experience stagnation, although the professionalization they possess continues to increase.Research limitations/implicationsThe data of material used in this research only consist of estimated figures from each respondent, while the components of appreciation for lecturers may vary depending on their respective institutions.Originality/valuePrevious studies have extensively observed the determinants of teachers’ professionalism and professionalization; however, how professionalism and professionalization reciprocally influence each other in terms of career periods has not been taken into account.

show abstract

Section: Professionalism and Professionalization Of Lecturers At The Start Of Their Careersmentioning

confidence: 99%

Professionalism and professionalization of early stage teachers in higher education

Wardoyo

Herdiani

Susilowati

et al. 2020

JARHE

View full text Add to dashboard Cite

show abstract

“…Au (2013), in particular, noted the potential for exclusion of teacher educators and institutions from the licensure process and the “sanitization” of department principles. And while the edTPA is not explicitly exclusive of social justice perspectives (Sato, 2014), it is silent on such issues as inviting potential dilution of multiculturalism and an increased preference of perspectives of privilege (Cochran-Smith et al., 2013; Gurl et al., 2016; Madeloni, 2015; Nygreen et al., 2015). As a teacher educator working in a state that had recently implemented the edTPA as a licensure requirement, I became aware of these criticisms, but it became clear that much less was known about just how such influences impact new teacher development.…”

Section: Accountability and Standardization In Teacher Educationmentioning

confidence: 99%

Performative enactments of teacher evaluation: Two preservice teachers and the edTPA

Kessler

2020

Policy Futures in Education

View full text Add to dashboard Cite

Teacher preparation and preservice evaluation practices in the US have seen increasing influence from social efficiency and productivity logics. While analyses of the impacts of such neoliberal ascendancies are diverse and numerous, this article focuses closely on the impact of neoliberalism in preservice teacher evaluation and its impact on new teacher development. In particular, the teacher candidates who participated in this study shared their experiences with and perceptions of the edTPA, a relatively new, standardized portfolio licensure assessment published by Pearson, Inc. Analysis of qualitative case study data found that the regulatory influence of external surveillance created tensions with teacher candidates’ desire to learn and grow whilst completing their evaluation materials. Furthermore, analysis found that these candidates’ critical perspectives implicated their completion of evaluation materials. When more critical of neoliberal influences in evaluation policy, candidates’ materials were constructed in a performative manner.

show abstract

“…We believe that for teachers to do their best work in the classroom on behalf of all children, their physical and sociopolitical work environments must be humanizing spaces that advance professionalization rather than detract from it. As raised in our March editorial, challenges to professionalization do present themselves not only through popular educational reform policies (such as value-added assessment measures, fast-track teacher preparation and licensure, scripted, narrow curricula; Milner, 2013) but also through governmental, institutional, and local demands on teachers that promote "teaching to the test" and which prohibit them from fully focusing on teaching to the whole child (e.g., Tanner, 2013; see also, Gurl et al, 2016 agency and innovation, perpetuates narratives that de-professionalize teaching, and negatively affects teachers' professional self-concept. Thus, we urge teacher educators to consider the following questions:…”

mentioning

confidence: 99%

Teaching in Dehumanizing Times

Andrews

Bartell

Richmond

2016

Journal of Teacher Education

View full text Add to dashboard Cite

Earlier this year, teachers in the Detroit Public Schools (DPS) district in Michigan engaged in rolling teacher sick-outs to protest their deplorable working conditions. On January 11, 2016, more than 60 schools were closed due to teachers not showing up for work. On January 20, a sick-out forced the district to close 88 of its 97 schools due to more than 865 teachers being absent from classrooms (Lewis, 2016). For years, DPS teachers have voiced their concerns about poor pay, lack of supplies, overcrowding in classrooms, and unsafe building conditions. These are not new phenomena; Jonathan Kozol (2005) has been documenting such "shame of the nation," particularly with respect to traditionally marginalized populations (e.g., schools with majority students of color, schools with students in poverty) for decades. Former Detroit teachers' union president Steve Conn stated, "the young people in this city deserve the same quality education provided in predominantly white suburbs" (Lewis, 2016).

show abstract

The Intersection of Professionalization, Policy, Performance Assessment, and Privatization as a Conceptual Frame in Teacher Education

Cited by 4 publications

References 12 publications

Professionalism and professionalization of early stage teachers in higher education

Professionalism and professionalization of early stage teachers in higher education

Performative enactments of teacher evaluation: Two preservice teachers and the edTPA

Teaching in Dehumanizing Times

Contact Info

Product

Resources

About