Download full text
Download full text
ERIC Number: EJ1132871
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Teacher Voice in Global Conversations around Education Access, Equity, and Quality
Gozali, Charlina; Claassen Thrush, Elizabeth; Soto-Peña, Michelle; Whang, Christine; Luschei, Thomas F.
FIRE: Forum for International Research in Education, v4 n1 Article 2 p32-51 2017
Despite public commitments internationally and nationally to include the voices of all stakeholders, the voices of teachers have continued to be marginalized in the literature and in policy-making related to global educational development. The purpose of the current study is to examine the process of invoking teacher voice using a sample of international teachers participating in a US-based teacher exchange program. Toward this end, we conducted semi-structured interviews with 16 teachers from 14 countries and four continents (all participants in the Teaching Excellence and Achievement [TEA] program). Results demonstrate that teacher voice was more personal rather than systemic, narrative rather than propositional, and utilized colloquial vocabulary rather than technical jargon. Teacher voice is also not always positive, but can be biased, critical, or judgmental. Nonetheless, the interviews also illustrate the critical necessity of including teacher voice in educational planning and decision-making.
Descriptors: Global Approach, Teacher Attitudes, Access to Education, Equal Education, Educational Quality, Social Justice, Semi Structured Interviews, Teacher Exchange Programs, International Educational Exchange, Teacher Participation, Teacher Empowerment, Teacher Leadership, Participative Decision Making, Educational Policy, Fellowships, Qualitative Research
Lehigh University Library and Technology Services. 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015. e-mail: firstname.lastname@example.org; Web site: http://preserve.lehigh.edu/fire/
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A