This study problematizes teacher education, and its accreditation guidelines as set forth by the Council for the Accreditation of Educator Preparation. The analysis herein conceptualizes teacher education as contextually contingent on sociocultural metanarratives, as functioning paradigmatically through consensus and gatekeeping mechanisms, and as a structure existing within a matrix of discipline and surveillance that is designed to perpetuate status quo power dynamics. This conceptualization grounds dominant teacher education modalities within a specific meta-theory orientation. Through this analysis, the author also explores an alternative conceptualization of teacher education that appeals to the educative power of contextual awareness, ontological sensitivity, and democratically recursive pedagogical and relational processes. Such a conceptualization reflects an alternative meta-theory orientation. For the purposes of this analysis, the author employed textual analysis of sampled website literature from Teacher Education Programs in six geographic regions within the United States. This textual analysis was grounded in the aforementioned conceptualizations and was intended to reveal meta-theory orientations as expressed in a program’s official text.
|Advisor:||Bogotch, Ira, Schoorman, Dilys|
|School:||Florida Atlantic University|
|School Location:||United States -- Florida|
|Source:||DAI-A 78/05(E), Dissertation Abstracts International|
|Subjects:||Educational sociology, Teacher education, Education philosophy|
|Keywords:||Accreditation, Contextual awareness, Teacher education, Textual analysis|
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