Abstract
This chapter on teacher certification policy is written not by policy makers or analysts, but by two policy consumers who work in K-12 and higher education. Our work as educators has been affected by various policies, often without a sense of their rationale. As we read policy documents, we feel that the viewpoints of practitioners — teacher educators, school administrators, teachers — seem absent from the process of policy making. Teachers and administrators seem to be the objects of policy, but not an evident presence in its creation. From their location in schools and universities, educators frequently view policy as an arbitrary event created by someone far away; policy becomes one more obstacle, burden, or challenge to get around (see e.g., Tyack & Cuban, 1995). But it is also the case that practitioners rarely have the opportunity to examine policy critically. When the work of teachers begins and ends within the boundaries of the classroom, they may not perceive the broader contexts — historical, social, or political — in which their work takes place. Examining policy is a chance to locate the current work of teacher education in the broader landscape
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Chin, E., Asera, R. (2005). Teacher Certification Policy: Multiple Treatment Interactions on the Body Politic. In: Bascia, N., Cumming, A., Datnow, A., Leithwood, K., Livingstone, D. (eds) International Handbook of Educational Policy. Springer International Handbooks of Education, vol 13. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3201-3_23
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