“No es un programa de enseñanza cualquiera”: El nuevo profesionalismo, la inequidad educativa y Ako Mātātupu: Teach First New Zealand

Autores/as

DOI:

https://doi.org/10.14507/epaa.30.6116

Palabras clave:

Teach For All, teacher education, new professionalism

Resumen

En un esfuerzo por comprender el impacto de la red de educación internacional, Teach for All, este documento se centra en un programa afiliado de Teach for All, Ako Mātātupu/TFNZ (AM/TFNZ), para considerar cómo Teach for All y sus afiliados están remodelar las nociones de experiencia y profesionalismo docente tal como se define a sí mismo en contraste con la formación docente universitaria. Al basarnos en datos cualitativos, incluidas entrevistas semiestructuradas, observación participante y análisis de documentos, argumentamos que AM/TFNZ desarrolla un nuevo tipo de profesional al cambiar 1) el propósito de convertirse en educadores 2) el contenido de la formación docente y 3) el papel de los formadores de profesores. En última instancia, AM/TFNZ desarrolla a sus educadores fuera de la literatura, la experiencia o las historias de la formación docente con un enfoque en la creación de una red de innovadores capaces de alterar el statu quo.

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Biografía del autor/a

Zachary Ramsey, University of New Mexico

Zachary Ramsey is a doctoral student and teaching assistant at the University of New Mexico. His research interests revolve around educational equity, teacher education, and innovative pedagogical approaches, like project-based learning.

Helen McFeely, University of New Mexico

Helen McFeely is a PhD candidate in teacher education, educational leadership and policy at the University of New Mexico. Her research interests lie at the intersection of community, classroom and home-based literacies. Her work in a diverse public high school provides her opportunities to learn about the literacy practices of her students and to bring these practices into both K-12 and higher education settings as she also teaches literacy methods courses at the University of New Mexico.

Jackie Cusimano, University of New Mexico

Jackie Marie Cusimano is a doctoral student at the University of New Mexico in the Teaching, Learning, and Teacher Educator program. She is a university supervisor for student teachers and a credit recovery high school teacher in Albuquerque, New Mexico. Her areas of interest are in authentic student engagement and holistic pedagogy through the practice of testimonio. 

Katherine Crawford-Garrett, University of New Mexico

Katherine Crawford-Garrett is an associate professor of teacher education, educational leadership and policy at the University of New Mexico. She holds a EdD from the University of Pennsylvania. Her areas of scholarship include neoliberal contexts of schooling, teacher activism, and critical literacy. She is the recipient of the 2016 Fulbright US Scholar Award to New Zealand. She is also the author of Teach For America and the Struggle for Urban School Reform and articles in leading peer-reviewed journals such as the American Educational Research Journal and Teaching and Teacher Education.

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Publicado

2022-07-12

Cómo citar

Ramsey, Z., McFeely, H., Cusimano, J., & Crawford-Garrett, K. (2022). “No es un programa de enseñanza cualquiera”: El nuevo profesionalismo, la inequidad educativa y Ako Mātātupu: Teach First New Zealand. Archivos Analíticos De Políticas Educativas, 30, (99). https://doi.org/10.14507/epaa.30.6116

Número

Vol. 30 (2022): Special Issue: Teachers and Educational Policy Parts 1 & 2

Sección

Teachers and Educational Policy: Markets, Populism, and Im/Possibilities for Resistance

Licencia

Derechos de autor 2022 Katherine Crawford-Garrett, Zachary Ramsay, Helen McFeely, Jackie Cusimano

Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.