Rhetoric and practice in pre-service teacher education: the case of Teach For America

Schneider, Jack

doi:10.1080/02680939.2013.825329

Cited by 18 publications

(15 citation statements)

References 14 publications

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“…Furthermore, although the Summer Institute may borrow some forms and concepts from traditional teacher education (Schneider, 2014), it remains fundamentally different. For the CMs in this study-who spent hours scripting lessons for their co-teaching during summer school experiences in different cities to those in which they would be placed-arriving at their schools and considering themselves a full-time teacher was jarring.…”

Section: Cms As Outsiders: Limited Consideration Of Teaching Through mentioning

confidence: 99%

“…Indeed, these programs typically function outside or alongside traditional teacher education systems; therefore, the teachers they prepare and place largely circumvent both the support networks and the sustained period of professional formation described in the literature on professional identity. Although TFA, most specifically, has borrowed some of its materials and concepts from traditional teacher education (see Schneider, 2014, for a nuanced review), much of its fundraising and recruiting success is due to its perpetual branding as an elite organization dedicated to education equity but distinctly different from the status quo of initial teacher education. Perhaps paradoxically, TFA itself promises to train and support CMs, who generally have not completed a traditional teacher education program (TFA, 2017a), "in the practices of great teachers and leaders" (TFA, 2017b).…”

Section: Tfa and Teacher Identitymentioning

confidence: 99%

“…For example, at Summer Institute CMs typically spend several hours (co-)teaching students enrolled in summer school programs during the days and attending professional development sessions on teaching and learning in the evenings (Veltri, 2010). This training constitutes the core of pre-service education for these TFA teachers, although they are also often exposed to other TFA materials, including supplemental readings (Schneider, 2014) and the Teaching as Leadership text and rubric (Farr, 2010), which guides CMs towards their emerging understandings of teaching and the profession.…”

Section: Tfa and Teacher Identitymentioning

confidence: 99%

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Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach For America corps members

Thomas

Mockler

2018

EPAA

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Research on the development of professional identity for teachers who enter the profession through alternative routes is still in its infancy. In contrast to their peers who complete traditional initial teacher education programs, these teachers are exposed to different conditions and constraints that produce a range of sub-identities previously unidentified in the literature. This paper draws on interviews with 27 teachers who entered teaching through Teach For America and wrestled with these sub-identities as they considered their emerging professional identity. We argue that these sub-identities point to structural challenges embedded within Teach for America, and we highlight the need for additional research on the growing cadre of teachers entering the teaching profession through alternative routes, and subsequently influencing policymaking processes.

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Section: Cms As Outsiders: Limited Consideration Of Teaching Through mentioning

confidence: 99%

Section: Tfa and Teacher Identitymentioning

confidence: 99%

Section: Tfa and Teacher Identitymentioning

confidence: 99%

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Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach For America corps members

Thomas

Mockler

2018

EPAA

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“…Finally, an archival study critically examined the evolution of TFA's summer training institute by considering the political motivations that have underpinned the ways in which the organization framed its own identity in response to policy pressures (Schneider, 2013).…”

Section: Tfa As Social and Political Actorsmentioning

confidence: 99%

Reframing Teach For America: A conceptual framework for the next generation of scholarship

Scott

Trujillo

Rivera

2016

EPAA

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Abstract:In this article, we advance a conceptual framework for the study of Teach For America (TFA) as a political and social movement with implicit and explicit ideological and political underpinnings. We argue that the second branch of TFA's mission statement, which maintains that Education Policy Analysis Archives, Vol. 24 No.12 2 TFA's greatest point of influence in public education is not in classrooms, but in its facilitation of entry into leadership positions aimed at reshaping public schooling, can be better understood in terms of the organization's: a) infusion of "policy entrepreneurs" into educational policymaking processes; b) cultivation of powerful networks of elite interests; c) promotion of "corporate" models of managerial leadership; and, d) racial and social class identities of its corps members that facilitate entry into leadership and policy networks. Our framework is informed by the extant research literature on TFA, interview data from more than 150 alumni and corps members, and our observations of TFA's 20th Anniversary Summit in Washington, D.C., as an illustrative case of TFA's messaging and general orientation toward educational reform. We conclude that this framework can help illuminate under-examined political and ideological motivations behind the organization's activities. Keywords: Teach For America, racial inequality, policy entrepreneurs, educational leadership, urban educational reform, power networks Re-analizando Teach for America: Un marco conceptual para la próxima generación de análisis Resumen: En este artículo, presentamos un marco conceptual para el estudio de Teach For America (TFA) como movimiento político y social con fundamentos ideológicos y políticos implícitos y explícitos. Sostenemos que el segundo punto del documento que presenta la misión de TFA, indicando que el espacio de mayor influencia en la educación pública no son las aulas, sino su rol para facilitar la entrada en posiciones de liderazgo destinados a la re-hacer la escuela pública, se debe entender en términos de a) infusión de "emprendedores políticos" en procesos de política educativa;: de organización b) desarrollo de redes poderosas con intereses elitistas; c) la promoción de modelos "corporativos" de liderazgo gerencial; y, d) identidades de clase raciales y sociales de los miembros de TFA con mejores posibilidades de entrada en redes políticas y de liderazgo. Nuestro marco conceptual es informado por la literatura existente investigación sobre TFA, datos de entrevistas con 150 alumnos, y nuestras observaciones del 20 Aniversario de TFA y reunión Cumbre en Washington, DC, como un caso ilustrativo de los mensajes de TFA y la orientación general hacia la reforma educativa. Llegamos a la conclusión de que este marco conceptual ilumina aspectos poco estudiados de las motivaciones políticas e ideológicas detrás de las actividades de la organización. Palabras clave: Teach For America; desigualdad racial; emprendedores políticos, liderazgo educativo; reforma educativa urbano; redes de poder Reanalisando...

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“…We are interested in pursuing a rhetorical analysis of Teach for All as a global teacher education reform policy as well as exploring the distinctive ways in which the policy has been appropriated and re-worked in specific, local situations. Like a recent article in this journal (Schneider 2014), our focus is on the rhetoric of the Teach for All project; unlike that article, our intention here is not to compare this rhetoric with specific aspects of Teach for All's training programme. Rather, we focus on the rhetorical production of teaching in Teach for All's public discourse, specifically the websites of four constituent or related Teach for All projects: TFA, TF, Teach for China (TFC) and Teach First Norway (TFN).…”

Section: Introductionmentioning

confidence: 99%

Teaching other people’s children, elsewhere, for a while: the rhetoric of a travelling educational reform

Ellis

Maguire

Trippestad³

et al. 2015

Journal of Education Policy

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Rhetoric and practice in pre-service teacher education: the case of Teach For America

Cited by 18 publications

References 14 publications

Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach For America corps members

Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach For America corps members

Reframing Teach For America: A conceptual framework for the next generation of scholarship

Teaching other people’s children, elsewhere, for a while: the rhetoric of a travelling educational reform

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