Understanding the Impact of Accountability on Preservice Teachers’ Decisions About Where to Teach |
| |
| Authors: | Jennifer C Ng |
| |
| Institution: | (1) Deparment of Teaching & Leadership, University of Kansas, 424 Joseph R. Pearson Hall 1122, W. Campus Road, Lawrence, KS 66045, USA |
| |
| Abstract: | Research has shown that individuals who become teachers are uniquely oriented to the psychic rewards of teaching such as connecting with students and making a difference. Yet, in the era of “No Child Left Behind”, emphasis upon test scores as indicators of student learning, competition within and between school districts, and threats of external sanctions seem to promote a different orientation to teachers’ work. This is especially the case in schools with limited human, social, physical, and cultural capital serving disproportionate numbers of low-income, racial/ethnic and linguistic minority students typically located in urban areas. Given the existing problem of teacher shortages in urban schools and the current impact of accountability, this study seeks to explore two questions: How do preservice teachers believe their aspirations to teach will be affected by the accountability movement? And how do these views affect their considerations about where to teach? |
| |
| Keywords: | standardized testing accountability urban schools teacher shortages teacher socialization |
| 本文献已被 SpringerLink 等数据库收录！ |
|
