Teacher Voice in Global Conversations around Education Access, Equity, and Quality
DOI:
https://doi.org/10.18275/fire201704011107Keywords:
Teacher Participation, Teacher Empowerment, Participative Decision Making, Educational PolicyAbstract
Despite public commitments internationally and nationally to include the voices of all stakeholders, the voices of teachers have continued to be marginalized in the literature and in policy-making related to global educational development. The purpose of the current study is to examine the process of invoking teacher voice using a sample of international teachers participating in a US-based teacher exchange program. Toward this end, we conducted semi-structured interviews with 16 teachers from 14 countries and four continents (all participants in the Teaching Excellence and Achievement [TEA] program). Results demonstrate that teacher voice was more personal rather than systemic, narrative rather than propositional, and utilized colloquial vocabulary rather than technical jargon. Teacher voice is also not always positive, but can be biased, critical, or judgmental. Nonetheless, the interviews also illustrate the critical necessity of including teacher voice in educational planning and decision-making. The full text of the article can be found at 10.18275/fire201704011107Published
2018-12-06
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This is an open access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access. FIRE ISSN: 2326-3873.
How to Cite
Teacher Voice in Global Conversations around Education Access, Equity, and Quality. (2018). FIRE: Forum for International Research in Education, 4(1). https://doi.org/10.18275/fire201704011107