ABSTRACT

Who Decides Who Becomes a Teacher? extends the discussions and critiques of neoliberalism in education by examining the potential for Schools of Teacher Education to contest policies that are typical in K-12 schooling. Drawing on a case study of faculty collaboration, this edited volume reimagines teacher preparation programs as crucial sites of resistance to, and refusal of, unsound education practices and legislation. This volume also reveals by example how education faculty can engage in collaborative scholarly work to investigate the anticipated and unanticipated effects of policy initiatives on teaching and learning.

part 1|2 pages

Resisting the Power of Policy: The Scoring Consortium

chapter 4|21 pages

An Uneasy Relationship

The History of Teacher Education in the University 1

part 2|2 pages

Rights and Responsibilities: Challenges of Resistance

chapter 6|15 pages

Who Has the Right to Decide?

chapter 7|16 pages

Collaboration in Isolation

Policy Paradox in edTPA

chapter 9|16 pages

For Whom Accountability Tolls

(Re)Visioning the Role of Pilots & Research in Teacher Education Policy

chapter 10|10 pages

Missing the Mark

Indigenous Teacher Candidates and edTPA

chapter 11|15 pages

If Not Us, Then Who?