Teacher Education and Development Policies: Critical Discourse Analysis from a Comparative Perspective

2008 ◽  
pp. 141-157
Author(s):  
Mónica E. Pini ◽  
Jorge M. Gorostiaga
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Comparative Perspective ◽  
Development Policies ◽  
Education And Development

scholarly journals Change of students’ activities in the process of becoming a teacher

2017 ◽  
Vol 23 (3) ◽  
pp. 89-103
Author(s):  
Joanna Malinowska
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Group Discussion ◽  
Critical Discourse ◽  
Effective Teacher ◽  
Discursive Practices ◽  
The Creation

The article presents a part of research focused on teacher education in Poland. Becoming a teacher is a process that takes place in the space of universities and schools as educational entities in which two discursive communities meet. The distinctness and the hermetic character of the communities are an epistemological barrier to the creation of cooperation, which is essential for effective teacher education. The research is directly related to the need to introduce changes in this area and to define the conditions for these changes to occur. The purpose of the research is to establish how an institution which trains teachers functions. In order to achieve this goal, the author reconstructs a set of rules of discursive practices which were revealed during a group discussion among the students. In the research, a reconstructive formula based on critical discourse analysis was adopted. On the basis of the analysis, recommendations for the practice of teacher education are offered.

scholarly journals Critical discourse analysis of university teacher educators’ professionalism in Chilean teacher education policy

2020 ◽  
Vol 28 ◽  
pp. 180
Author(s):  
Yenny Hinostroza-Paredes
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Education Policy ◽  
Student Teachers ◽  
Critical Discourse Analysis ◽  
Teacher Educators ◽  
Initial Teacher Education ◽  
Critical Discourse ◽  
Managerial Control ◽  
Teacher Education Policy

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. 

scholarly journals A Policy Shift from State to Non-state in Education Aid: A Critical Discourse Analysis of the UK’s Development Policies

2021 ◽  
Vol 23 (1) ◽  
Author(s):  
Thu Ya Aung ◽  
Rolf Straubhaar
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Power Dynamics ◽  
The Public ◽  
High Quality Education ◽  
Role Of The State ◽  
Development Policies ◽  
Policy Shift

Due to the historically outsized influence of the United Kingdom’s development assistance office on international aid, a better understanding of the underlying ideologies and political priorities guiding this agency would help the larger aid community more clearly understand the power dynamics and structural context of the development industry. However, these ideologies and dynamics are often left implicit and are not always easily understood. The purpose of this article is to use critical discourse analysis to unpack the ideologies, political priorities and power dynamics present in DfID’s official education policy documents. In so doing, we make the implicit explicit, and begin to unpack the implicit meanings and assumptions that are present in these written texts, particularly regarding the deprioritized role of the state in providing a high-quality education. We argue that this analysis reveals an underlying perception within DfID that the private sector is more effective at providing public education in developing countries than the public sector.

scholarly journals Teach First organisational discourse: What are Teach First teachers really being trained for?

2018 ◽  
Vol 10 (3) ◽  
pp. 264-274 ◽  
Author(s):  
Jenny Elliott
Keyword(s):  
Teacher Education ◽  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Teaching Profession ◽  
Vested Interest ◽  
Initial Teacher Education ◽  
Critical Discourse ◽  
Institutional Discourse ◽  
Strategic Positioning ◽  
Different Levels

This article considers the networked nature of Teach First in order to illustrate the different business, philanthropic and educational agents that have a vested interest in the organisation. It also reflects on Teach First’s strategic positioning within the initial teacher education landscape in order to attract high-calibre graduates into the teaching profession, and goes on to explore Teach First’s institutional discourse and the ways in which this serves to shape the Teach First teachers’ understandings of themselves, teaching and their potential career prospects after their two-year commitment on the Teach First programme. An understanding of the Teach First institutional discourse is gained through an analysis of data gathered from Teach First documentation and interviews with people working at different levels within the organisation. Critical discourse analysis is used to understand the ways in which this institutional discourse serves to provide a particular ideological positioning for Teach First and its teachers. It argues that such a positioning encourages them to take with them a neo-liberal understanding of ways of working into influential positions within the wider network invested in Teach First.

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