Teacher Education Reform in the United States and the Theoretical Constructs of Stakeholder Mediation
DOI:
https://doi.org/10.22230/ijepl.2007v2n6a42Keywords:
Teacher education reform, United States teacher education policy, Higher education, Education ReformAbstract
In the United States, 48 of the 50 states have adopted standards-based policies that attempt to reform teacher education and licensing from an input-based course and credit system to one based on outcomes and performance through their authority to approve preparation programs. This article draws from qualitative, collective case study research that examines implementation tensions between the new program approval policies and the program administrators, faculty, and students of teaching at three Wisconsin teacher-preparing institutions. The findings suggest that stakeholders' beliefs and sensemaking mediate the policy directives to the point that program completers continue to receive the same preparation despite reform efforts. The theoretical constructs to support this claim are presented and potentially shed light on stakeholder mediation in other education reform efforts.Downloads
Published
2007-08-13
How to Cite
Bales, B. L. (2007). Teacher Education Reform in the United States and the Theoretical Constructs of Stakeholder Mediation. International Journal of Education Policy and Leadership, 2(6). https://doi.org/10.22230/ijepl.2007v2n6a42
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Copyright (c) 2015 Barbara Lynne Bales
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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.