Critical discourse analysis of university teacher educators’ professionalism in Chilean teacher education policy
Keywords:University teacher educators, professionalism, CDA, teacher education, New Public Management, quality assurance policy
AbstractThis article uses critical discourse analysis (CDA) to interrogate the discursive construction of Chilean university teacher educators’ professionalism in government initial teacher education policy and institutional policy enactment documents. The study examines the network of discourses—new managerialist, quality assurance, performance, functionalist professional development—producing a version of professionalism akin to organizational professionalism. Used as a form of managerial control over teacher educators’ professional practices, such professionalism exacerbates performativity while reducing professional agency opportunities and consistent professional/academic development. Ultimately, this study contributes to the necessary questioning of Chilean ITE policy reform and the need to examine its effects on university TEs’ professional lives and the professional modeling of their student teachers.
How to Cite
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 License, whereby the author retains the copyright, and which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited, the changes to the work are identified, and the same license applies to the derivative work. Works prior to October 2019 will display a different license (CC-BY-NC-SA; http://creativecommons.org/licenses/by-nc-sa/3.0)