Despite public commitments internationally and nationally to include the voices of all stakeholders, the voices of teachers have continued to be marginalized in the literature and in policy-making related to global educational development. The purpose of the current study is to examine the process of invoking teacher voice using a sample of international teachers participating in a US-based teacher exchange program. Toward this end, we conducted semi-structured interviews with 16 teachers from 14 countries and four continents (all participants in the Teaching Excellence and Achievement [TEA] program). Results demonstrate that teacher voice was more personal rather than systemic, narrative rather than propositional, and utilized colloquial vocabulary rather than technical jargon. Teacher voice is also not always positive, but can be biased, critical, or judgmental. Nonetheless, the interviews also illustrate the critical necessity of including teacher voice in educational planning and decision-making.
Gozali, C., Claassen Thrush, E., Soto-Peña, M., Whang, C., & Luschei, T. F. (2017). Teacher Voice in Global Conversations around Education Access, Equity, and Quality. FIRE: Forum for International Research in Education, 4(1). Retrieved from http://preserve.lehigh.edu/fire/vol4/iss1/2