Negotiating Policies and Standards: An Exploratory Analysis into Discourses of Accountability in Canadian Teacher Education

Adam Kaszuba; Mimi Masson; Stephanie Arnott; Robert Grant; Becca Friesen

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Chapter 8 Negotiating Policies and Standards

An Exploratory Analysis into Discourses of Accountability in Canadian Teacher Education

于Inclusive Educational Ethics, Facing the Facts

著者：

Adam Kaszuba

Adam Kaszuba
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Mimi Masson

Mimi Masson
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Stephanie Arnott

Stephanie Arnott
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Robert Grant

Robert Grant
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Becca Friesen

Becca Friesen
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类型:: 章节

Page Range:: 128–146

DOI:: https://doi.org/10.1163/9789004705968_009

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Abstract

In Canada, Ministries of Education mandate standard of professionalism that teacher candidates much achieve during initial teacher education [ITE] (Perlaza & Tardif, 2016). Although these standards are grounded in a discourse of care, collaboration, and ongoing learning, in reality, externally imposed policy goals reinforce a type of professionalism based on efficiency, accountability, and competition (Moore & Clarke, 2016). This chapter explores how the standards in Ontario are recontextualized in an ITE program which is designed around a policy of professional learning communities [PLC]. In this exploratory practice (Allwright, 2005), we report on the experiences of one French second language teacher candidate who participated in a novel course structure. By analysing the candidate’s conception of the PLC, our findings demonstrate how they absorb the logic of accountability into their understanding of professionalism.

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Inclusive Educational Ethics, Facing the Facts

丛编： ISATT Conference Series, 卷： 2

ISBN:: 9789004705968

出版社:: Brill

印刷出版日期:: 27 Aug 2024

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- Education
  - Inclusive Education

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Chapter 8 Negotiating Policies and Standards

An Exploratory Analysis into Discourses of Accountability in Canadian Teacher Education

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Inclusive Educational Ethics, Facing the Facts

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