“Não é qualquer programa de ensino”: O novo profissionalismo, desigualdade educacional e Ako Mātātupu: Teach First New Zealand

Autores

DOI:

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

Palavras-chave:

Teach For All, teacher education, new professionalism

Resumo

Em um esforço para entender o impacto da rede internacional de educação, Teach for All, este artigo se concentra em um programa de afiliados Teach for All, Ako Mātātupu/TFNZ (AM/TFNZ), para considerar como o Teach for All e seus afiliados estão remodelando as noções de especialização e profissionalismo do professor, uma vez que se define em contraste com a formação de professores baseada na universidade. Com base em dados qualitativos, incluindo entrevistas semiestruturadas, observação participante e análise de documentos, argumentamos que AM/TFNZ desenvolve um novo tipo de profissional ao deslocar 1) o propósito de se tornar educadores 2) o conteúdo da formação de professores e 3 ) o papel dos formadores de professores. Em última análise, AM/TFNZ desenvolve seus educadores fora da literatura, experiência ou histórias da formação de professores com foco na criação de uma rede de inovadores capazes de romper o status quo.

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Biografia do Autor

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

Como Citar

Ramsey, Z., McFeely, H., Cusimano, J., & Crawford-Garrett, K. (2022). “Não é qualquer programa de ensino”: O novo profissionalismo, desigualdade educacional e Ako Mātātupu: Teach First New Zealand. Arquivos Analíticos De Políticas Educativas, 30, (99). https://doi.org/10.14507/epaa.30.6116

Edição

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

Seção

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

Licença

Copyright (c) 2022 Katherine Crawford-Garrett, Zachary Ramsay, Helen McFeely, Jackie Cusimano

Creative Commons License
Este trabalho está licenciado sob uma licença Creative Commons Attribution-ShareAlike 4.0 International License.