Exploring new Graduate Schools of Education (nGSEs)

People think it’s important to think about how the nation’s teachers are educated, but they don’t agree on how teachers should be recruited, how they should be prepared, and how they should be socialized into the field of teaching. Our study is about nGSEs or new graduate schools of education: Teacher preparation programs that have emerged in about the last twenty years, since the year 2000 as part of the larger education reform movement. We have virtually no research about this new phenomenon. We thought that that was a really interesting and important and controversial innovation in teacher education that was worth studying. And the Spencer foundation agreed. We’ll have four case studies altogether. We’re finding a lot of variation, but also finding some common features: new funding models coupled with a practice-based approach and then a break from the knowledge traditions and structures of the university. So we’re seeing a really different institutional environment They are accredited to provide master’s degrees to endorse teacher candidates. However, they’re not affiliated with universities. So they represent a major break from teacher education in the US over the last 50 to 70 years. This is also different from fast-track entry routes and the one that everybody knows is Teach for America, which is really much more of a recruiting program. There are so many providers and I think that has created a situation where people are saying: we need to rethink what we’re doing. Do we need to be more practice based? Some people think these new graduate schools of education are a dramatic revolution in teacher preparation. Others have sharply critiqued teacher preparation at new graduate schools of education. Many of them are intended to prepare teachers for students in urban areas who are poor, or from low-income areas, or who are minoritized by the system. So the critique has been this will simply reinforce the stratifications that already exists in our society and reproduce the kinds of inequities that we already have. Now those are two really different kinds of conclusions. Our goal is not to judge it, but to understand it from this insider’s perspective. Because it is a new phenomenon. We want to see what’s really going on at new graduate schools of education

Leave a Reply

Your email address will not be published. Required fields are marked *