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Our Impoverished View of Teacher Education


by Jim Burns — May 05, 2014

Returning to David Berliner’s (2006) Our Impoverished View of Educational Research, this commentary reflects on what the author conceptualizes as an impoverished view of teacher education. Drawing on his experience working in teacher education and contextualized in Taubman’s (2000, 2009) analysis of educational audit culture, the author concludes that in the context of corporate reform discourses, teacher educators must reflect on the role of teacher education programs in the face of mounting threats to public education. Teacher education programs should serve as sites through which seemingly common sense discourses about education must be problematized. Further, both teacher educators and their students must critically reflect on their own assumptions and positionalities in order to clarify their values, which may not coincide with the values expressed in hegemonic education discourses.


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Cite This Article as: Teachers College Record, Date Published: May 05, 2014
http://www.tcrecord.org ID Number: 17523, Date Accessed: 9/22/2014 12:26:37 AM

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About the Author
  • Jim Burns
    South Dakota State University
    E-mail Author
    JIM BURNS is an Assistant Professor in the Department of Teaching, Learning, and Leadership at South Dakota State University. His graduate and undergraduate teaching responsibilities include courses in curriculum theory, social science methods, and the roles of social justice and community in education. His interests include masculinities research, curriculum theory, participatory qualitative research methods, critical pedagogy, and social justice education.
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