The Role of Teachers in Educational Reform: A 20-Year Perspective
Item
Title
The Role of Teachers in Educational Reform: A 20-Year Perspective
Abstract/Description
Teachers’ professional lives and their role in change efforts have always been central to the Journal of Educational Change. Articles have addressed teachers’ motivation for and commitment to reform, their belief systems, their professionalism, their networks, and their professional development, among other topics. Unequivocally, teachers are central to educational change. In this article, I will reflect upon my own work over the past 20 + years as a lens through which to examine this topic, and drawing out implications for research, policy, and practice. The common threads across this work include issues of agency, power, and social justice that have influenced the role of teachers in various waves of reform. I discuss teacher agency in reforms ranging from bottom-up change efforts to externally developed comprehensive school reform models and those that rely on teacher collaboration and participation as research partners.
Author/creator
Date
In publication
Volume
21
Issue
3
Pages
431-441
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Reflection/Retrospective
Historical
IRE Approach/Concept
Open access/full-text available
No
Peer reviewed
Yes
ISSN
1573-1812
Citation
Datnow, A. (2020). The Role of Teachers in Educational Reform: A 20-Year Perspective. Journal of Educational Change, 21(3), 431–441. https://doi.org/10.1007/s10833-020-09372-5
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