Session Information
10 SES 11 E, Transitions in Teacher Education: Impact from National and International Policies (Part 2)
Symposium conntinues from 10 SES 10 E
Contribution
The increasing interference of governments during the past decades on national and institutional levels, not only changes educational and structural systems, but also the work of teachers and teacher educators. The central question in this paper is how Dutch policy impacted the work of teacher educators during the last three decades. We study this question through the concept of struggle (Abbott, 1988). We explore recent struggles for the primary teacher education curriculum and the role primary teacher educators play in these and how the results of these struggles affect their autonomy. We view the struggles for the curriculum as a struggle between different groups (Veugelers & Bosman, 2005) - teacher educators, government, academics – each with their own responsibilities and interests. In this research we combine conventional historical narrative methodology with the sociological perspective the development of the profession in terms of monopoly, autonomy and academic knowledge and the struggle about these that took place within the profession (Abbott, 1988). Besides that, extensive interviews were held with five teacher educators from different generations which were converted into life histories. The outcomes of the study reveal that the autonomy of teacher educators has decreased and that teacher educators play a minor part in the struggle for the curriculum. The reasons for the decrease of autonomy of teacher educators may be the lower status of primary teacher education (Maguire, 2000) within Higher Education and teacher educators (Ellis, McNicholl, Blake, & McNally, 2014). Teacher educators acknowledge that the interference of the government decreases their autonomy, but they accept changes and incorporate them in their work in ways they find acceptable.
References
Ellis, V., McNicholl, J., Blake, A., & McNally, J. (2014). Academic work and proletarianisation: A study of higher education-based teacher educators. Teaching and Teacher Education, 40, 33-43. doi: http://dx.doi.org/10.1016/j.tate.2014.01.008 Maguire, M. (2000). Inside/Outside the Ivory Tower: Teacher education in the English Academy. Teaching in Higher Education, 5(2), 149-165. doi: 10.1080/135625100114812 Veugelers, W., & Bosman, R. (Eds.). (2005). De strijd om het curriculum: Onderwijssociologische perspectieven op inhoud, vorm en zeggenschap [The struggle for the curriculum: Sociological educational perspectives on the curriculum: Contents, structure and control]. Antwerpen/Apeldoorn: Garant.
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