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ERIC Number: EJ830088
Record Type: Journal
Publication Date: 2009-Feb
Pages: 22
Abstractor: As Provided
Reference Count: 93
ISBN: N/A
ISSN: ISSN-1359-866X
Legitimacy and Identity in Teacher Education: A Micro-Political Struggle Constrained by Macro-Political Pressures
Grimmett, Peter P.; Fleming, Rob; Trotter, Lane
Asia-Pacific Journal of Teacher Education, v37 n1 p5-26 Feb 2009
To gain a clear sense of teacher educators at work, we need to look closely at the context in which they practice. Any attempt to address the questions of what works and the nature of evidence must be situated in the macro-political context that constrains the work of teacher educators struggling for legitimacy and identity within both the university and the professional field of teaching. We characterize the macro-political context as a set of neo-liberalist forces that works to undermine the central role universities have played in the development of the nation state. As the university's role has become focused on supporting economic development and global competitiveness, this context is at odds with longstanding agendas of professional responsibility and self-governance in teacher education. In this policy context, we argue that teacher educators need to engage in rigorous practice-based inquiry that addresses issues of policy and governance, particularly those that tend toward direct government intervention or professional governance. (Contains 8 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001