Building a One-Dimensional Teacher: Technocratic Transformations in Teacher Education Policy Discourses

Autor/in	Aydarova, Elena
Titel	Building a One-Dimensional Teacher: Technocratic Transformations in Teacher Education Policy Discourses
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 57 (2021) 6, S.670-689 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aydarova, Elena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2021.1969934
Schlagwörter	Teacher Education Programs; Educational Policy; Educational Change; Social Justice; Neoliberalism; Discourse Analysis; Policy Analysis; Accreditation (Institutions); Standards; Social Control; Pedagogical Content Knowledge; Knowledge Base for Teaching; Equal Education; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungsreform; Soziale Gerechtigkeit; Neo-liberalism; Neoliberalismus; Diskursanalyse; Politikfeldanalyse; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Standard; Soziale Kontrolle; Pädagogische Kompetenz; Teaching theory; Theory of teaching; Unterrichtstheorie
Abstract	In the context of neoliberal reforms, teacher education policy discourses have shifted away from social justice imperatives toward technocratic approaches. I examine these shifts by applying the tools of critical policy and discourse analysis to accreditation standards and other policy texts of the last decade. Using Marcuse's theory of one-dimensional subjects, I analyze how teacher education policy discourses position teachers as agents of social control whose work is to preserve the status quo and to legitimize the current structures of domination. This positioning is accomplished through the technocratization of teacher knowledge and depoliticization of diversity and equity in teacher preparation. The significance of this analysis lies in establishing connections between the technocratization of teaching pursued by the recent wave of teacher education policy discourses and the maintenance of inequality that teacher education redesign is expected to support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01