Equity, Democracy, and Neoliberal Assaults on Teacher Education

Autor/in	Sleeter, Christine
Titel	Equity, Democracy, and Neoliberal Assaults on Teacher Education
Quelle	In: Teaching and Teacher Education: An International Journal of Research and Studies, 24 (2008) 8, S.1947-1957 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-051X
DOI	10.1016/j.tate.2008.04.003
Schlagwörter	Professional Development; Educational Principles; Equal Education; Field Experience Programs; Teacher Education Curriculum; Educational Philosophy; Educational Change; Cultural Pluralism; Evaluation Criteria; Student Teaching; Teacher Effectiveness; Democracy; Educational Needs; Politics of Education; Political Attitudes; Education Courses; Recruitment + Suchen Sie Ihr Suchwort? Bildungsprinzip; Praxisnahes Lernen; Bildungsphilosophie; Erziehungsphilosophie; Bildungsreform; Kulturpluralismus; Teaching practice; Unterrichtspraxis; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Demokratie; Educational need; Bildungsbedarf; Educational policy; Bildungspolitik; Political attitude; Politische Einstellung; Fortbildungskurs; Recruiting; Rekrutierung
Abstract	Although in the long run, neoliberalism has a track record of undermining equity and democracy, in the short run it has directed attention to education needs that have been inadequately addressed. This article sketches what teacher education in the US can do to advance equity and democracy in five areas: recruitment and admission, early fieldwork, professional coursework, student teaching, and on-going professional development. The article then examines three neoliberal pressures teacher education: (1) away from explicit equity-oriented teacher preparation, and toward preparing teachers as technicians; (2) away from defining teacher quality in terms of professional knowledge, and toward defining it terms testable content knowledge; and (3) toward shortening university-based teacher education or by-passing it altogether. It concludes by emphasizing the importance of collaborating with underserved communities as a way of pushing back against neoliberalism. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10