Shadow Elite of Transnational Policy Networks: Intermediary Organizations and the Production of Teacher Education Policies

Aydarova, Elena

doi:10.1007/978-3-030-59533-3_58-1

Cited by 3 publications

(3 citation statements)

References 39 publications

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“…IOs have advanced their policy agendas by cherry-picking research findings that support their claims and amplifying them through the echo chamber of like-minded actors' reports and media releases (Aydarova, 2022a;Zeichner & Conklin, 2016). Operating as idea brokers that translate research for policymakers, IOs have facilitated a convergence of teacher policies (Galey-Horn et al, 2020) and teacher education reforms (Aydarova, 2022b). As a result, a growing privatization of teacher preparation and technocratization of teaching have become the new common sense of teacher education policies (Aydarova, 2021, in progress;Kretchmar & Zeichner, 2016;Zeichner & Peña-Sandoval, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Anderson, 2019), the capacity of teacher educators to counteract IO agendas becomes critical. If the trend of policy initiatives that curtail the autonomy and authority of university-based programs continues, and teacher educators' ability to intervene remains limited, the role of college-based professional preparation for teachers will decrease, as has already happened in other parts of the world (Ellis & McNicholl, 2015;Aydarova, 2019Aydarova, , 2022bAydarova, , 2022c. To capture the variability of teacher educators' efforts to engage in policy deliberations, we draw on sociocultural theories of policy and the conceptual framework of policy advocacy (Gen & Wright, 2013), which we describe next.…”

Section: Literature Reviewmentioning

confidence: 99%

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Playing Chess When You Only Have a Couple of Pawns: Policy Advocacy in Teacher Education

Aydarova

Rigney

Dana

2022

Teachers College Record: The Voice of Scholarship in Education

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Background: In recent years, intermediary organizations have increasingly influenced educational policy. Among other proposals, they have promoted teacher education redesign based on technocratic values and stringent accountability measures. In response to these policy changes and the intensifying crisis in the teaching profession, teacher educators have been called to engage in policy debates. Yet, to date, few studies have explored how teacher educators participate in policy advocacy. Purpose/Research Question: The purpose of this study is to examine variations in teacher educators’ efforts to influence policymaking decisions. Using the conceptual framework of policy advocacy, the study addresses the following research question: How do teacher educators engage in policy advocacy? Research Design: The study utilizes multiple case study methodology and incorporates four cases. Through a qualitative analysis of interviews, policy artifacts, policy documents, and videos of official policymaking and legislative meetings, we document how teacher educators seek to influence the direction of teacher education reforms by engaging with policymakers, the public, and other policy actors. We compare advocacy activities of different teacher educators and note the varying outcomes these activities produce. Findings: Our study shows that teacher educators engaged in information campaigning through research briefs, policy reports, letter writing, and sharing personal stories. Although some attempted to engage the public, most focused their efforts on building relationships with decision-makers. Despite those efforts, study participants were rarely consulted when new policies were conceptualized. Our study also points to a contrast between groups that worked to disrupt policy agendas of intermediary organizations and those that aligned their advocacy work with them. Those who attempted to advocate against the measures promoted by intermediary organizations faced more challenges than those who formed coalitions with intermediary organizations. Conclusions: Our study sheds light on the paradox teacher educators faced when they engaged in policy advocacy. Resisting the agendas of intermediary organizations (IOs) made policy advocacy more challenging for teacher educators. But coalitions with IOs could co-opt teacher educators’ voices toward technocratic agendas of teacher education reform.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Playing Chess When You Only Have a Couple of Pawns: Policy Advocacy in Teacher Education

Aydarova

Rigney

Dana

2022

Teachers College Record: The Voice of Scholarship in Education

Self Cite

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“…One of the first revolutionary efforts in the domain of micro-credentialing was a working paper authored by the Mozilla Foundation in collaboration with Peer 2 Peer University that advocated the vision of digital badges as a lifelong learning vehicle for the working community. This was later reinforced by the Clinton Global Initiative to expand access to digital badges to assist workers in certifying and acquiring skills to improve their social and economic futures (Aydarova, 2022). This led to multiple issuers creating and posting badges on multiple sites across the web that can be earned in a multitude of disciplines and fields.…”

Section: Introductionmentioning

confidence: 99%

Achieving professional qualifications using micro-credentials: a case of small packages and big challenges in higher education

Raj,

Singh,

Kumar

et al. 2024

IJEM

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PurposeThis study examined the factors impeding the implementation of micro-credentials and accepting it as a credible source of earning professional qualifications and certifications necessary for pursuing higher education or other career goals.Design/methodology/approachThe factors were identified by reflecting on the recent literature and Internet resources coupled with in-depth brainstorming with experts in the field of micro-credentials including educators, learners and employers. Two ranking methods, namely Preference Ranking for Organization Method for Enrichment Evaluation (PROMETHEE) and multi-objective optimization based on ratio analysis (MOORA), are used together to rank the major challenges.FindingsThe results of this study present that lack of clear definitions, ambiguous course descriptions, lack of accreditation and quality assurance, unclear remuneration policies, lack of coordination between learning hours and learning outcomes, the inadequate volume of learning, and lack of acceptance by individuals and organizations are the top-ranked and the most significant barriers in the implementation of micro-credentials.Research limitations/implicationsThe findings can be used by educational institutions, organizations and policymakers to better understand the issues and develop strategies to address them, making micro-credentials a more recognized form of education and qualifications.Originality/valueThe novelty of this study is to identify the primary factors influencing the implementation of micro-credentials from the educators', students' and employers' perspectives and to prioritize those using ranking methods such as PROMETHEE and MOORA.

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Philanthrocapitalism and the Compliance-Industrial Complex: Doing ‘Good’, Fighting Crime, and Foreclosing Alternatives

Kuldova

2024

Compliance, Defiance, and ‘Dirty’ Luxury

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Shadow Elite of Transnational Policy Networks: Intermediary Organizations and the Production of Teacher Education Policies

Cited by 3 publications

References 39 publications

Playing Chess When You Only Have a Couple of Pawns: Policy Advocacy in Teacher Education

Playing Chess When You Only Have a Couple of Pawns: Policy Advocacy in Teacher Education

Achieving professional qualifications using micro-credentials: a case of small packages and big challenges in higher education

Philanthrocapitalism and the Compliance-Industrial Complex: Doing ‘Good’, Fighting Crime, and Foreclosing Alternatives

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