Bringing professional responsibility back in

Solbrekke, Tone Dyrdal; Englund, Tomas

doi:10.1080/03075079.2010.482205

Cited by 155 publications

(143 citation statements)

References 13 publications

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“…The notion of accountability in general, and teacher accountability in particular, are primarily located in discourses of quality assurance, university policy and state concerns. Solbrekke and Englund (2011) have noted the saliency of the semantics of the term (with its origin in accounting, along with that much-used term, 'value added'), and its inherent idea of quantification of some kind, as being somehow at variance with academic discourse. There is, undeniably, an uneasy relationship between mechanisms of accountability often associated with external quality assurance, and academic autonomy (e.g.…”

Section: Resultsmentioning

confidence: 99%

Online student evaluations of teaching: what are we sacrificing for the affordances of technology?

Rísquez

Vaughan

Murphy

2014

Assessment & Evaluation in Higher Education

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In the context of increased emphasis on quality assurance of teaching, it is crucial that student evaluation of teaching (SET) methods are both reliable and workable in practice. Especially, online SET tends to raise criticisms with those most reactive to mechanisms of teaching accountability. However, most studies have been conducted with convenience, small and cross-sectional samples. Longitudinal studies are rare, as comparison studies on SET methodological approaches are generally pilot studies followed shortly after by implementation. The investigation presented here significantly contributes to the debate by examining the impact of the online administration method of SET on a very large longitudinal sample at course level. The study explores the impact of the administration method of student evaluations of teaching (paper based in-class versus off-class online collection) on scores with a longitudinal sample of over 63,000 student responses collected over a total period of ten years. Having adjusted for the confounding effect of class size, faculty, year of evaluation, years of teaching experience and student performance, it is observed that the actual effect of the administration method exists, but is insignificant.

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Section: Resultsmentioning

confidence: 99%

Online student evaluations of teaching: what are we sacrificing for the affordances of technology?

Rísquez

Vaughan

Murphy

2014

Assessment & Evaluation in Higher Education

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“…In this context, it is increasingly challenging for academics to engage in self-care with potentially deleterious impact on their professional work and personal welfare. Deasy et al [52] alert us to the tensions that exist between self and other forms of care in professional programmes such as nurse education [53] and initial teacher education [54] and which may provide some explanation for the neglect of self-care by these professionals. What is of deep concern is that sustained exposure to pressures can result in burnout [55], or negatively impact the wellbeing of academics [30].…”

Section: Stress Among Academicsmentioning

confidence: 99%

Challenging Performativity in Higher Education: Promoting a Healthier Learning Culture

Deasy¹,

Mannix‐McNamara²

2017

Global Voices in Higher Education

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The nature and context of education have changed dramatically in recent decades. The increased prioritisation of standardisation, performance indicators and metrics often means that holistic, afective and wellbeing education are seen as less important in the educational endeavour. The value of education for education's sake is under siege. Previous emphasis on the education of the whole person (i.e., moral and creative aesthetic development) is often replaced by a more functionalist perspective of education as servicing economic need and global capitalist interests. Marketization of education has increased at an exponential rate and has had an adverse impact on the health and well-being of both educators and students. This chapter elucidates how the triad of assessment, student well-being and academic well-being intersects in the ever increasing performative and neo-liberalist cultures of higher education. It demonstrates the reciprocal dynamic of stress that is becoming more and more evident among educators and students. The chapter makes the case for more empowering and human-centred educative contexts in order to facilitate beter educational outcomes for students and healthier outcomes for all involved in the educational endeavour.

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“…One of them concerns, as expressed above, understanding how politically introduced changes to the education system in recent years have significantly altered the relationships schools and their agents may form with respect to education functions and social change (Allan 2014;Solbrekke andEnglund 2011, 2014). It is about studying and comprehending by which means and in what ways political decisions have quite simply changed the ways schools are governed and which interests they serve (Beach 2008).…”

Section: National Examination Ordinances and Local Examination Descrimentioning

confidence: 99%

“…Second, that there is good reason to be very wary of these changes and their effects. Previous research has pointed out how changes such as these may risk undermining the foundations for professional judgement by emphasising practical-behavioural know-how and subject content knowledge in teacher education at the expense of professional know-why knowledge (Eriksson 2009;Kallós 2009) such that content of the kind which can contribute to authoritative subjective relationships between teachers and learners and teachers and other education stakeholders may have been lost (Linqvist et al 2014;Solbrekke andEnglund 2011, 2014). Third, this is far from 'a Sweden only development'.…”

Section: Introductionmentioning

confidence: 99%

Changes in teacher education in Sweden in the neo-liberal education age: Toward an occupation in itself or a profession for itself?

LINDSTROM

Beach

2015

Education Inquiry

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In the last two decades, the Swedish welfare state has been radically transformed in a neo-liberal direction, including extensive decentralisation and marketisation of the education sector with significant consequences for the work and professional identities of its teachers. Teacher education has also been directly included in this transformation. The present article addresses the changes that have been introduced. We are concerned that key elements of theoretical disciplinary professional knowledge may be lost in the transformation at serious cost to future teachers and teacher professionalism, and that research knowledge that would help in this respect is no longer being financed for production nor communicated as examined knowledge in teacher education in Sweden today.

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Bringing professional responsibility back in

Cited by 155 publications

References 13 publications

Online student evaluations of teaching: what are we sacrificing for the affordances of technology?

Online student evaluations of teaching: what are we sacrificing for the affordances of technology?

Challenging Performativity in Higher Education: Promoting a Healthier Learning Culture

Changes in teacher education in Sweden in the neo-liberal education age: Toward an occupation in itself or a profession for itself?

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