Political System Theory as an Explanatory Paradigm for Teacher Education Reform

Abstract

Much of the “first wave” of educational reforms of the 1980s focused on teacher preparation programs. This study examines the conflict that developed between the University of Wisconsin–Madison and the state Department of Public Instruction for control of the teacher education program. A relevant history of the issue and chronology of events are first presented. Data are then analyzed using a political systems framework. Themes emerging as significant include internal institutional variables (role of the organizational saga, isolation and insularity, pluralistic membership of the School of Education, and decentralization), external environmental forces (general public mood, lack of support from significant external groups, formation of a coalition of interest groups, and the role of the State Superintendent), and political processes (variable conditions causing stress for the system and system attempts at coping with responding to stress). Conclusions and implications are presented and discussed in terms of political and governance ramifications for the teacher preparation programs.