It Had to Work for Me as Well

Drawing on data from a phenomenological research study of Ako Matatupu/Teach-First New Zealand (TFNZ), an affiliate of Teach for All, this article considers how differently positioned actors within New Zealand theorize the appeal of TFNZ as opposed to university-based pathways. Findings suggest that...

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Bibliographic Details
Published inTeacher education quarterly (Claremont, Calif.) Vol. 47; no. 2; pp. 38 - 63
Main Author Crawford-Garrett, Katherine
Format Journal Article
LanguageEnglish
Published San Francisco Caddo Gap Press 01.04.2020
Subjects
Accountability
Alternative Teacher Certification
Career Development
Career development planning
Colleges & universities
Education reform
Educational Change
Equal Education
Monetary incentives
Neoliberalism
Phenomenological research
Poverty
Preservice Teachers
Schools
Social justice
Sociopolitical factors
Students
Teacher education
Teacher Educators
Teaching
Teaching Methods
Theory
New Zealand
United States > US
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Summary:Drawing on data from a phenomenological research study of Ako Matatupu/Teach-First New Zealand (TFNZ), an affiliate of Teach for All, this article considers how differently positioned actors within New Zealand theorize the appeal of TFNZ as opposed to university-based pathways. Findings suggest that a multiplicity offactors influence the participants, including enticing financial incentives, the selectivity of the program, an emphasis on practice as opposed to theory, and the focus on leadership and career development. Underpinning these factors are assumptions about traditional teacher education-that it is too theoretical, too expensive, and too limiting and that it does not center equity and social justice-that impact the participants' decisions to pursue other avenues into teaching. These findings have implications not only for the field of teacher education, which struggles to define itself within and against neoliberal initiatives that are now proliferating worldwide, but also for collective efforts to address educational equity writ large.
ISSN:0737-5328