Narrative Portfolios as Culturally Responsive Resistance to Neoliberal Early Childhood Teacher Education: A Case Study

Sherfinski, Melissa; Jalalifard, Mariam; Zhang, Jing; Hayes, Sharon

doi:10.1080/02568543.2019.1630038

Cited by 9 publications

(9 citation statements)

References 55 publications

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“…All the authors of this research article are teacher educators and at one point were teachers of students in a variety of contexts. Each of us has noticed the influences of neoliberalism across these contexts, which is so ubiquitous that this influence can be seen in classrooms for students of all ages (Brown, 2008; Lipman, 2013; Sherfinski et al, 2019). Each of us in our own ways has struggled against the commodification of education and the trend away from education as a provider of civic good and nurturer of children’s quality of life.…”

Section: Methodsmentioning

confidence: 99%

“…Still, when teaching PSTs how to “persist and thrive” within neoliberal contexts so that they can provide “just and meaningful educational opportunities for their students” (Bartell et al, 2019, p. 304), Sherfinski and colleagues (2019) reminded teacher educators (TEs) that PSTs often “lose the ability to maintain a reflective and critical distance of neoliberal practices taught in teacher education once teaching in the schools” (p. 4). Thus, as Ball (2016) noted, “critical reflection” within a PTP “is not enough” (p. 1141), and as such, PSTs should be equipped with the knowledge and skills needed to refuse these policies within their PTP.…”

Section: The Impact Of Neoliberalism On Teaching and Teacher Educationmentioning

confidence: 99%

“…M. Yin et al, 2019). Yet, little is known about how these teachers-in-training interpret the impact of these neoliberal reforms on themselves as teachers and the profession they are about to enter (Hara & Sherbine, 2018; Sherfinski et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Many have documented how those seeking to be teachers in this neoliberal era through university-based teacher education programs (Brown, 2010;Jenlink, 2017) and non-traditional teacher education programs (Crawford-Garrett, 2017) question their ability to achieve the instructional goals set by policymakers as well as struggle to grasp the impact of these policies on the teaching profession (Y. M. Yin et al, 2019). Yet, little is known about how these teachers-in-training interpret the impact of these neoliberal reforms on themselves as teachers and the profession they are about to enter (Hara & Sherbine, 2018;Sherfinski et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Examining Preservice Teachers’ Conceptions of Teaching to Consider the Impact of Policymakers’ Neoliberal Reforms on Their Sensemaking of Their New Profession

Brown

Barry

et al. 2022

Journal of Teacher Education

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Policymakers’ neoliberal education reforms have altered teaching and teacher education. These neoliberal policies reframe teaching and teacher education through conceptions of standards, academic achievement, data, and accountability. By doing so, many new and experienced teachers have left the field, and this has caused many who remain to question their ability to attain policymakers’ objectives and what it means to be a teacher. Yet, little is known about the impact of these neoliberal reforms on preservice teachers. In this article, we begin to attend to this issue by examining how a sample of preservice teachers made sense of their role as teachers and the profession they are entering. We then analyze whether such sensemaking reflects policymakers’ neoliberal framing of these constructs. Based on these findings, we outline opportunities for teacher educators to work with their preservice teachers to interpret, critique, and respond to policymakers’ neoliberal reforms.

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Section: Methodsmentioning

confidence: 99%

Section: The Impact Of Neoliberalism On Teaching and Teacher Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Examining Preservice Teachers’ Conceptions of Teaching to Consider the Impact of Policymakers’ Neoliberal Reforms on Their Sensemaking of Their New Profession

Brown

Barry

et al. 2022

Journal of Teacher Education

View full text Add to dashboard Cite

show abstract

“…Project is an activity of evaluating a task that must be completed within a certain period/ time. Portfolio is collection of documents resulting from assessments, awards, and student work in certain field that reflect development (reflective-integrative) over a certain period of time (Sherfinski, Jalalifard, Zhang, & Hayes, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Factors Affecting Teachers’ Readiness In Developing Science Concept Assessment Through Inquiry-Based Learning Process In Elementary Schools

Budiastra

Erlina

Wicaksono

2019

ASSRJ

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Teachers need to develop their professionalism in teaching to achieve 21st century learning competencies. The role of the teacher is not only to provide information but also to assess the learning process and outcomes comprehensively and in an integrated manner. This study aimed to describe the factors that support the readiness of teachers to carry out assessments in inquiry-based science in elementary schools. Respondents in this study were 87 elementary school teachers who were 87 students spread across four regions of the UT Regional Office namely Pangkalpinang, Jakarta, Denpasar, and Kupang. These four regions of the UT Regional Office were chosen as a representation of the regions of West, Central and East Indonesia. From this sample, teachers were examined to see their readiness to compose a lesson plan and carry out an inquiry assessment. Next, teachers filled in the response sheet to find out their readiness to carry out an inquiry assessment in science learning in elementary schools. Teaching inquiry-based science required teachers to spend more time preparing lesson plans to prepare tools and learning materials. Factors which supported the readiness of teachers to measure the inquiry-based science learning process in elementary schools, including their sufficient capacity to develop lesson plans which were oriented to the inquiry process, peer support and teachers’ working group. Some efforts were done to overcome obstacles namely developing the ability to assess the mastery of science concepts through inquiry-based learning processes in elementary schools, utilizing teachers’ working group (TWG) and the support of school principals/assessors to make relevant assessment tools.

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System Change to Reduce Disproportionality in Special Education: Tools

Larkin,

Cavendish,

Rodriguez

2024

The Palgrave Encyclopedia of Disability

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Narrative Portfolios as Culturally Responsive Resistance to Neoliberal Early Childhood Teacher Education: A Case Study

Cited by 9 publications

References 55 publications

Examining Preservice Teachers’ Conceptions of Teaching to Consider the Impact of Policymakers’ Neoliberal Reforms on Their Sensemaking of Their New Profession

Examining Preservice Teachers’ Conceptions of Teaching to Consider the Impact of Policymakers’ Neoliberal Reforms on Their Sensemaking of Their New Profession

The Factors Affecting Teachers’ Readiness In Developing Science Concept Assessment Through Inquiry-Based Learning Process In Elementary Schools

System Change to Reduce Disproportionality in Special Education: Tools

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