Navegando no terreno disputado da política e prática da formação de professores: Introdução à edição especial

Autores

DOI:

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

Palavras-chave:

política educacional, formação de professores

Resumo

No clima político em que vários agentes afirmam ter soluções para os desafios que persistem na formação de professores, as deliberações políticas deixam certas vozes. Esta introdução à questão especial explora os conflitos políticos em torno da formação de professores e destaca algumas das perspectivas que ignoram os debates políticos. Estabelece novas prioridades para a comunidade de formação de professores para garantir que a voz coletiva da profissão seja ouvida pelos decisores políticos e pelo público em geral.

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Biografia do Autor

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

Como Citar

Aydarova, E., & Berliner, D. C. (2018). Navegando no terreno disputado da política e prática da formação de professores: Introdução à edição especial. Arquivos Analíticos De Políticas Educativas, 26, 25. https://doi.org/10.14507/epaa.26.3739

Edição

v. 26 (2018)

Seção

Navigating the Contested Terrain of Teacher Education Policy and Practice

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