As interseções do self e as políticas: Uma pesquisa poética sobre a complexidade da formação de professores

This article explores the intersection of selves and policies for teacher educators in an era of teacher education reform. Borne out of a promise to one another to write about our experiences navigating increasingly complex market-driven, neoliberal attacks on our work and world, we collected data across several years that documented our attempt to break our silence (Lorde, 1977) and explore how we, as teacher educators, make sense of neoliberal reforms and policies in teacher preparation. We draw specifically on Dunn’s theory of the Hydra of Teacher Education (2016), alongside literature on reforms and policies in teacher preparation and teacher educators’ forms of resistance to frame our work, and utilize arts-based poetic inquiry methodology (Prendergast, 2009; Rath, 2001) to explore the real, everyday implications of educational policy in our lives and in our careers. The poems we created as a “performative act” (Prendergast, 2009, p. xxiii) revealed that our experiences seemed to follow a cycle from hopelessness, to silence, to acquiescence, to collective resistance. We look carefully at this last portion of the cycle in our work, wondering how, if at all, teacher educators can resist the neoliberalization of teacher preparation. We conclude with implications for research, policy, and the practice of teacher education as we write to understand, write to resist, and write to survive.Este artículo explora la intersección del yo y las políticas para la educación del profesorado en una era de reforma de la formación docente. Nacidos de una promesa mutua de escribir sobre nuestras experiencias navegando cada vez más complejos ataques neoliberales impulsados por el mercado en nuestro trabajo y en el mundo, recopilamos datos durante varios años que documentaban nuestro intento de romper nuestro silencio (Lorde, 1977) y exploramos cómo nosotros damos sentido a las reformas y políticas neoliberales en la preparación de los docentes, como formadores de docentes. Nos referimos específicamente a la teoría de Dunn en Hydra of Teacher Education (2016), junto con la literatura sobre reformas y políticas de preparación docente y las formas de resistencia de los formadores de docentes para enmarcar nuestro trabajo, y utilizar una metodología de investigación poética basada en las artes (Prendergast, 2009; Rath, 2001) para explorar las implicaciones reales y cotidianas de la política educativa en nuestras vidas y en nuestras carreras. Los poemas que creamos como un “acto performativo” (Prendergast, 2009, p. Xxiii) revelaron que nuestras experiencias parecían seguir un ciclo desde la desesperanza, al silencio, a la aquiescencia, a la resistencia colectiva. Miramos detenidamente esta última parte del ciclo en nuestro trabajo, preguntándonos cómo, si es que lo hacen, los formadores de docentes pueden resistir la neoliberalización de la preparación del maestro. Concluimos con implicaciones para la investigación, las políticas y la práctica de la formación docente mientras escribimos para comprender, escribimos para resistir y escribimos para sobrevivir.Este artigo explora a interseção do eu e das políticas para a formação de professores em uma era de reforma da formação docente. Nascido de uma promessa mútua de escrever sobre nossas experiências explorando ataques neoliberais cada vez mais complexos, impulsionados pelo mercado em nosso trabalho e no mundo, recolhemos dados por vários anos documentando nossa tentativa de romper nosso silêncio (Lorde, 1977) e nós exploramos nós damos sentido às reformas e políticas neoliberais na preparação de professores como como educadores de professores. Referimo-nos especificamente à teoria de Dunn na Hydra of Teacher Education (2016), juntamente com a literatura sobre reformas e políticas de preparação de professores e as formas de resistência dos educadores de professores para enquadrar nosso trabalho e usar uma metodologia de pesquisa poética com base nas artes (Prendergast, 2009; Rath, 2001) para explorar as implicações reais e diárias da política educacional em nossas vidas e carreiras. Os poemas que criamos como um “ato performativo” (Prendergast, 2009, p. xxiii) revelaram que nossas experiências pareciam acompanhar o ciclo do desespero, do silêncio, da aquiescência, da resistência coletiva. Observamos atentamente esta última parte do ciclo em nosso trabalho, perguntando-nos como, se o fizerem, educadores de professores podem resistir à neoliberalização da preparação de professores. Concluímos com implicações para a pesquisa, políticas e práticas de formação de professores à medida que escrevemos para compreender, escrever para resistir e escrever para sobreviver

Navegando no terreno disputado da política e prática da formação de professores: Os autores respondem a SCALE

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.Stanford Center for Assessment, Learning and Equity (SCALE) ofreció un comentario sobre los manuscritos en la primera parte de esta edicion especial, que destacó los beneficios de edTPA y la necesidad de dichos programas de evaluación para mejorar la formación docente y para fortalecer las prácticas docentes. A la vez, los autores respondieron al comentario SCALE. Las respuestas de los autores plantean inquietudes sobre la equidad, la rectitud y las consecuencias involuntarias de las evaluaciones del desempeño docente. Estas respuestas revelan la necesidad de un diálogo continuo sobre las formas de mejorar la formación docente y fortalecer la profesión docente.Stanford Center for Assessment, Learning and Equity Stanford (SCALE) ofereceu um comentário sobre os manuscritos na primeira parte desta edição especial, que destacou os benefícios do edTPA e a necessidade de tais programas de avaliação para melhorar a formação de professores e fortalecer práticas de ensino. Ao mesmo tempo, os autores responderam ao comentário SCALE. As respostas dos autores levantam preocupações sobre equidade, retidão e as conseqüências involuntárias das avaliações de desempenho dos professores. Essas respostas revelam a necessidade de um diálogo contínuo sobre formas de melhorar a formação de professores e fortalecer a profissão docente

“A Very Difficult Decision” : Teacher Educator Parents, their Children’s Schooling, and the Misalignment of Values and Choices

In this paper, we explore how teacher educator parents’ (TEPs) feelings about their choices for their children’s schooling and how these choices align or don’t with their professional values. We provide a nuanced look at the emotional elements of “school choice” and the delicate intersections of teacher educators’ personal and professional identities amid a neoliberal educational system that is grounded in choice. This paper illuminates TEPs’ cognitive dissonance and struggle through conflicted and emotional choices as they strive to live in ways that reflect their ideals, while parenting within a racist and stratified school system

With regret: The genre of teachers' public resignation letters

In recent years, in blogs and online news sites, a novel genre has emerged. Understanding this genre the public teacher resignation letter is the primary investigation explored here. Through examination of 22 viral public resignation letters, and utilizing Genre Theory and moves analysis, research questions included: (1) What are the common features of this genre, as demonstrated in the teacher-writers' moves and submoves? (2) When describing the state of education today, what particular sub-moves do teacher writers utilize, and to what ends? Findings indicate remarkable similarity between the moves teacher writers make in their letters, including, for example, building expertise and ethos, explaining the state of education today, and identifying abandonment. Authors also made use of sub-moves like metaphors, emotional appeals, and language of defiance and resistance. Our analysis reveals (1) how the teachers are writing and what work their letters do, (2) what they're writing about and what this reveals about current neoliberal policies, and (3) where we see implications of their writing for various audiences. (C) 2017 Elsevier Inc. All rights reserved

Urban teaching in America: Theory, research, and practice in K-12 classrooms

Urban Teaching in America: Theory, Research, and Practice in K-12 Classrooms is a brief yet comprehensive overview of urban teaching. Undergraduate and graduate students who are new to the urban context will develop a deeper understanding of the urban teaching environment and the challenges and opportunities they can expect to face while teaching in it. The authors have combined the work of urban education theorists, researchers, and practitioners to demonstrate that urban students bring many resources to their learning environment and can often serve as educators to the teachers themselves. Readers will feel prepared to challenge, rather than maintain, the status quo after reading this book