Term of Award

Spring 2016

Degree Name

Doctor of Education in Curriculum Studies (Ed.D.)

Document Type and Release Option

Dissertation (restricted to Georgia Southern)

Copyright Statement / License for Reuse

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.

Department

Department of Curriculum, Foundations, and Reading

Committee Chair

John Weaver

Committee Member 1

Daniel Chapman

Committee Member 2

Sabrina Ross

Committee Member 3

William Schubert

Committee Member 3 Email

schubert@uic.edu

Abstract

This dissertation argues that education reforms in America clearly demonstrate the belief teaching is not a profession and that part of that stems from the fact teachers are not perceived as experts. Furthermore, the lack of professional status also brings with it a lack of autonomy and power. Additionally, this dissertation argues that educational reforms derived from neoliberal philosophies continue to ensure instability in the profession with such agendas as blaming teachers for the perceived failure of the public school system for the purpose of ultimately privatizing education. Unfortunately, all of that has led to an identity crisis in education. Therefore, this dissertation proposes an alternative to the present teacher preparation model in order to begin reforming the profession of education by training real teacher experts and not merely the semblance of ones.

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