The Good Teacher: Dominant Discourses in Teacher Education

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Citation: Viesca, K. Critical Education , 5 Readers are free to copy, display, and distribute this article, as long as the work is attributed to the author s and Critical Education, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. Despite efforts to redesign an urban teacher education program for social justice and equity, faculty became aware of racialized issues Teacher Candidates of Color faced in the program.

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Therefore, this study examined the perspectives of teacher candidates to learn about how race is impacting teaching and learning for pre-service teachers. Overall, we discovered the dominant narratives, often called majoritarian stories Love, , were extremely difficult to disrupt and essentially remained largely intact for teacher candidates in our program.

In addition, we found that majoritarian stories helped to maintain a level of superficiality for teacher candidates regarding issues of race. Advanced Search. In Sweden, discourses of teacher professionalism are largely employed as a strategy of state governance.

The good teacher in contemporary times: a discourse analytic approach

This is evident in the dominant discourses of the knowledge professional and the academic professional. The first supports increased state intervention in a decentralised university market and the reduction of freedom and choice for teacher educators and trainees. The second sits within a European Union framework for higher education. Unlike England, the university remains central to teacher development, at least for now.

The Good Teacher: Dominant Discourses in Teaching and Teacher Education

Indeed, the network emerges more visibly within the policy process where academics and teacher unions can have some influence on policy outcomes. As England and Sweden face teacher recruitment and retention crises, this research is timely for its comparison of discourses of professionalism and how they might contribute to improving or worsening teacher supply. Of particular concern is the flexibility discourse in England which could limit opportunities for a sustainable teaching profession.


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Beck, J. DOI: Burrage, M.

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Burrage and R. Torstendahl eds. Evetts, J. Fairclough, N. London: Routledge. Jessop, B. Cambridge: Polity Press.

Kennedy, A. Klette, K. Robertson, S.

HOW TO BE A GOOD TEACHER

Weise and M. Compton eds. New York: Palgrave.


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Sachs, J. Buckingham: Open University Press. Sahlberg, P. The Handbook of Global Education Policy. New Jersey: Wiley-Blackwell pp.

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Stevenson, H. Van Dijk, T. Cambridge: Cambridge University Press. Wiborg, S. Curriculum Innovation Network 4. Inclusive Education Network 5.

Open Learning: Media, Environments and Cultures. Network 7. Social Justice and Intercultural Education Network 8. Research on Health Education Network 9. Assessment, Evaluation, Testing and Measurement Network Teacher Education Research Network Educational Effectiveness and Quality Assurance Network Philosophy of Education Network Research Partnerships in Education Network Histories of Education Network Research in Sport Pedagogy Network Ethnography Network Research in Higher Education Network Policy Studies and Politics of Education Network Mathematics Education Research Network Research on Children's Rights in Education Network

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