Critical Discourse Analysis of University Teacher Educators' Professionalism in Chilean Teacher Education Policy

Autor/in	Hinostroza-Paredes, Yenny
Titel	Critical Discourse Analysis of University Teacher Educators' Professionalism in Chilean Teacher Education Policy
Quelle	In: Education Policy Analysis Archives, 28 (2020) 180, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Hinostroza-Paredes, Yenny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Teacher Educators; Professionalism; Preservice Teacher Education; Educational Policy; Student Teachers; Teacher Attitudes; Professional Autonomy; College Faculty; Foreign Countries; Discourse Analysis; Educational Quality; Quality Assurance; Educational Change; Faculty Development; Teaching Methods; Educational Administration; Administrative Organization; Chile + Suchen Sie Ihr Suchwort? Teacher education; Education; Lehrerausbildung; Lehrerbildung; Professionalität; Lehramtsstudiengang; Politics of education; Bildungspolitik; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lehrerverhalten; Berufsfreiheit; Fakultät; Ausland; Diskursanalyse; Quality of education; Bildungsqualität; Qualitätssicherung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	This article uses critical discourse analysis (CDA) to interrogate the discursive construction of Chilean university teacher educators' professionalism in government initial teacher education policy and institutional policy enactment documents. The study examines the network of discourses--new managerialist, quality assurance, performance, functionalist professional development--producing a version of professionalism akin to organizational professionalism. Used as a form of managerial control over teacher educators' professional practices, such professionalism exacerbates performativity while reducing professional agency opportunities and consistent professional/academic development. Ultimately, this study contributes to the necessary questioning of Chilean ITE policy reform and the need to examine its effects on university TEs' professional lives and the professional modeling of their student teachers. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01