A sociocultural framework and methods for the analysis of teacher education policy and practice in England and the United States

2017 ◽  
pp. 29-54
Author(s):  
Maria Teresa Tatto ◽  
Katharine Burn ◽  
Ian Menter ◽  
Trevor Mutton ◽  
Ian Thompson
Keyword(s):  
United States ◽  
Teacher Education ◽  
Education Policy ◽  
The United States ◽  
Policy And Practice ◽  
Teacher Education Policy

Venture Philanthropy and Teacher Education Policy in the U.S.: The Role of the New Schools Venture Fund

2015 ◽  
Vol 117 (5) ◽  
pp. 1-44 ◽  
Author(s):  
Kenneth Zeichner ◽  
César Peña-Sandoval
Keyword(s):  
United States ◽  
Public Policy ◽  
Teacher Education ◽  
Current System ◽  
The United States ◽  
New Schools ◽  
Venture Philanthropy ◽  
Policy And Practice ◽  
The U.S

Background & Purpose This article focuses on the growing role of venture philanthropy in shaping policy and practice in teacher education in the United States. Our goal is to bring a greater level of transparency to private influences on public policy and to promote greater discussion and debate in the public arena about alternative solutions to current problems. In this article, we focus on the role of one of the most influential private groups in the United States that invests in education, the New Schools Venture Fund (NSVF), in promoting deregulation and market-based policies. Research Design We examine the changing role of philanthropy in education and the role of the NSVF in developing and promoting a bill in the U.S. Congress (the GREAT Act) that would create a system throughout the nation of charter teacher and principal preparation programs called academies. In assessing the wisdom of the GREAT Act, we examine the warrant for claims that education schools have failed in their mission to educate teachers well and the corresponding narrative that entrepreneurial programs emanating from the private sector are the solution. Conclusions We reject both the position that the status quo in teacher education is acceptable (a position held by what we term “defenders”) and the position that the current system needs to be “blown up” and replaced by a market economy (“reformers”). We suggest a third position (“transformers”) that we believe will strengthen the U.S. system of public teacher education and provide everyone's children with high-quality teachers. We conclude with a call for more trenchant dialogue about the policy options before us and for greater transparency about the ways that private interests are influencing public policy and practice in teacher education.

scholarly journals Navigating the contested terrain of teacher education policy and practice: Authors respond to SCALE

2018 ◽  
Vol 26 ◽  
pp. 31 ◽  
Author(s):  
Nick Henning ◽  
Alison G. Dover ◽  
Erica K. Dotson ◽  
Ruchi Agarwal-Rangath ◽  
Christine D. Clayton ◽  
...  
Keyword(s):  
Teacher Education ◽  
Education Policy ◽  
Teacher Performance ◽  
Teaching Profession ◽  
Unintended Consequences ◽  
Performance Assessments ◽  
Special Issue ◽  
Policy And Practice ◽  
Teacher Education Policy ◽  
Contested Terrain

Stanford Center for Assessment, Learning, and Equity (SCALE) provided a commentary on the manuscripts in the first part of this special issue, which highlighted the benefits of edTPA and the necessity for such assessment programs to improve teacher education and strengthen teaching practices. In turn, the authors responded to the SCALE commentary. The authors’ responses raise concerns about equity, fairness, and unintended consequences of teacher performance assessments. These responses highlight the need for continued dialogue on ways to improve teacher education and strengthen the teaching profession.

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