Beginning Teachers as Policy Workers in Malaysia and New Zealand

Autor/inn/en	Anderson, Vivienne Ruth; Young, Sharon; Blanch, Keely; Smith, Lee
Titel	Beginning Teachers as Policy Workers in Malaysia and New Zealand
Quelle	In: International Education Journal: Comparative Perspectives, 14 (2015) 2, S.30-42 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Foreign Countries; Beginning Teachers; Educational Policy; Discourse Analysis; Partnerships in Education; Teacher Education Programs; Comparative Education; Comparative Analysis; Policy Analysis; Position Papers; Teaching Experience; Questionnaires; Mail Surveys; Teacher Attitudes; Teacher Responsibility; Accountability; Collegiality; College School Cooperation; Beginning Teacher Induction; Malaysia; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Junior teacher; Junglehrer; Politics of education; Bildungspolitik; Diskursanalyse; Hochschulpartnerschaft; Vergleichende Erziehungswissenschaft; Politikfeldanalyse; Positionspapier; Fragebogen; Erhebungsinstrument; Lehrerverhalten; Lehrverpflichtung; Verantwortung; Kollegialität; Neuseeland
Abstract	In 2007, the Malaysia government initiated twinned primary teacher education arrangements with five Southern Hemisphere higher education institutions (HEIs). Participating students completed their teacher education in both Malaysia and a partner HEI. In this paper, we consider the preliminary findings of a comparative study tracking the beginning teacher journeys of 13 Malaysia based twinning programme graduates and six New Zealand based teachers. The study involved two aspects: (1) a comparative discourse analysis of key Malaysia and New Zealand education policy documents; and (2) thematic and discourse analysis of participants' reflections on their early teaching experiences. Our focus is on beginning teachers as "policy workers": policy subjects whose work is shaped and constrained by policy discourses and imperatives, and policy actors who mediate, translate and resist these. We compare the two policy contexts and consider how policy discourses appeared and were contested in teachers' initial online questionnaire responses. (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01