Navegando en el terreno disputado de la política y la práctica de la formación docente: Introducción a la edición especial

Autores/as

DOI:

https://doi.org/10.14507/epaa.26.3739

Palabras clave:

política educativa, formación docente

Resumen

En el clima político en el que varios agentes aseguran tener las soluciones para los desafíos que persisten en la formación del profesorado, las deliberaciones sobre políticas dejan atrás ciertas voces. Esta introducción al número especial explora los conflictos de políticas que rodean la educación de docentes y resalta algunas de las perspectivas que pasan por alto los debates sobre políticas. Establece nuevas prioridades para la comunidad de formación docente para garantizar que la voz colectiva de la profesión sea escuchada por los responsables políticos y por el público en general.

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Biografía del autor/a

Elena Aydarova, Auburn University

Elena Aydarova is Assistant Professor of Social Foundations at the Department of Educational Foundations, Leadership, and Technology at Auburn University. Her interdisciplinary research examines the interactions between global social change and the work of teachers, teaching, and teacher education through the lens of equity and social justice. Her projects have explored teacher education reforms in Russia and the US, internationalization of education, teacher retention, as well as privatization of teacher preparation. She has recently completed a book manuscript “Teacher Education Reforms as Political Theater: Policy Dramas in Neoliberal Contexts.” Throughout her career, Dr. Aydarova has taught in the United States, Ukraine, China, and the United Arab Emirates.

David C. Berliner, Arizona State University

David C. Berliner is Regents’ Professor Emeritus of Education at Arizona State University. Dr. Berliner is a member of the National Academy of Education (NEA), the International Education Academy (IEA), a Fellow of the Center for Advanced Study in the Behavioral Sciences, and a past president of both the American Educational Research Association (AERA) and the Division of Educational Psychology of the American Psychological Association (APA).  He is the recipient of awards for distinguished contributions from APA, AERA, and the National Education Association (NEA). Dr. Berliner is co-author (with B. J. Biddle) of the best seller The Manufactured Crisis, co-author (with Ursula Casanova) of Putting Research to Work, co-author (with Gene Class) of 50 Myths and Lies that Threaten America's Public Schools, and co-author (with N. L. Gage) of six editions of the textbook Educational Psychology. He is co-editor of the first Handbook of Educational Psychology and the books Talks to Teachers, and Perspectives on Instructional Time. Professor Berliner has also authored more than 200 published articles, technical reports, and book chapters. He has taught at the University of Arizona, University of Massachusetts, Teachers College and Stanford University, as well as universities in Australia, Canada, The Netherlands, Spain, and Switzerland.

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Publicado

2018-03-05

Cómo citar

Aydarova, E., & Berliner, D. C. (2018). Navegando en el terreno disputado de la política y la práctica de la formación docente: Introducción a la edición especial. Archivos Analíticos De Políticas Educativas, 26, 25. https://doi.org/10.14507/epaa.26.3739

Número

Vol. 26 (2018)

Sección

Navigating the Contested Terrain of Teacher Education Policy and Practice

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