ERIC Number: EJ1432271
Record Type: Journal
Publication Date: 2024-Jun
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1381-2890
EISSN: EISSN-1573-1928
Uncovering the Role of Teacher Educators in the Reduction of Inequalities in Education: A Critical Discourse Analysis
Social Psychology of Education: An International Journal, v27 n3 p859-882 2024
Teacher educators play a crucial part in preparing student teachers for teaching in diversity. Because of their modelling role, they automatically convey messages about approaching diversity via their practices. In this study, we look into these--often hidden--messages of teacher educators to uncover the discourses that inform and are being reproduced by how they talk about (approaching) diversity. We critically analyse how such discourses relate to reducing inequalities in education. Critical discourse analysis was conducted on interview data (n = 14) about teacher educators' perceptions about diversity and practices to approach diversity. The findings suggest two main discourses. First, a power-challenging discourse compels all teacher educators to take responsibility to reduce inequalities. Secondly, a power-affirming discourse tempers their beliefs about their agency and responsibility regarding the matter. This latter discourse is mainly manifested via statements that perpetuate existing exclusionary mechanisms. Most teacher educators seem to combine both discourses. We argue that the simultaneous use of both creates paradoxical narratives which are unproductive to foster responsiveness to diversity for teacher educators and their student teachers. This study adds to the literature on a theoretical and practical level. Raising teacher educators' awareness of their messages could prove powerful in combating inequalities in education.
Descriptors: Teacher Educators, Teacher Role, Equal Education, Discourse Analysis, Teacher Educator Education, Diversity, Teacher Responsibility, Student Teachers
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A