From Candidate to Classroom: Research-Based Practices for Recruiting and Hiring Highly-Effective Teachers
Category: Staffing, Finance, and Operations
A long history of scholarship on teacher professionalism documents how different narratives about teaching animate education policy and practice. We bridge the Advocacy Coalition Framework with institutional logics to examine how beliefs about teaching unite and divide a state-level coalition pursuing teacher licensure policy reform and manifest in the policymaking process. Drawing on qualitative and epistemic network analysis of public meeting transcripts in North Carolina between 2021-2022 and associated artifacts, this investigation provides evidence that, despite very different beliefs about teaching among interest-holders in the coalition and concrete representation of these beliefs in specific policy features, the same market principles that dominated earlier waves of teacher policy reform are structurally privileged in the contemporary landscape of teacher licensure reform.
Keywords
teacher licensure policy; state policy; educational reform; teacher effectiveness; coalitions; politics of education
Education level
Document Object Identifier (DOI)
10.26300/nk71-1487
