Performativity and the demise of the teaching profession: the need for rebalancing in Australia

Appel, Margie

doi:10.1080/1359866x.2019.1644611

Cited by 33 publications

(12 citation statements)

References 25 publications

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“…This difference was probably due to the emotional condition of adolescent students, where the adequacy of meeting emotional needs was prominently felt, compared to the mastery of subject matter in school. Moreover, this consensus was observed to be in line with previous studies, which emphasized more on commitment to work (Timperley and Alton-Lee, 2008;Tschannen-Moran, 2009), ability to innovate in learning (Lai and Lo, 2007), and responsibilities in carrying out duties (Appel, 2020). Therefore, a good teacher's personality seemed more meaningful to students than the mastery of materials presented to them.…”

Section: There Is No Code On Teacher As a Role Model And Teacher Professional Competencesupporting

confidence: 86%

The Great Teacher: The Indonesian Adolescent Student Voice

et al. 2022

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The consensus on professional teachers is known to be mostly determined by external parties, especially the government. This prompts professionalism to be considered as an indicator for the need of a great performance in educational sector. However, this consensus method of assessment is of a great disadvantage, because it negates the scope of professionalism. This study aims to use students’ perspectives in conceptualizing the characteristics of professional teachers. Fifteen students were selected as subjects from secondary schools in Yogyakarta city, Indonesia. Two interviews were conducted via electronic media (email and zoom), in order to share their experiences about the characteristics of professional teachers in schools. Also, an interpretive phenomenological analysis was used to analyze the data, in order to understand the participants’ point of view. The results showed that interpersonal relationships, pleasant personalities, and teaching skills, represented the main characteristics of great teachers, according to the students perspectives. These results recommended the importance of emphasizing teacher-student interpersonal relationships, in order to achieve sustainable professional programs.

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Section: There Is No Code On Teacher As a Role Model And Teacher Professional Competencesupporting

confidence: 86%

The Great Teacher: The Indonesian Adolescent Student Voice

et al. 2022

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“…Performance pressures also make teachers risk averse, and plan lessons more conservatively (Winter, 2017). These pressures are thus seen as undermining teachers' creativity (Appel 2020) and agency in educational planning (Farvis & Hay, 2020). Ingersoll et al (2017), with OECD PISA (Programme for International Student Assessment) data, show that U.S. teachers have less influence over key decisions than the OECD average.…”

Section: Findings Market Modelmentioning

confidence: 99%

Teacher autonomy in the age of performance-based accountability: A review based on teaching profession regulatory models (2017-2020)

Parcerisa

Verger

Pagès

et al. 2022

EPAA

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In recent decades, the governance of educational systems has experienced dramatic changes in many countries. Schools have been given more autonomy whilst being held increasingly accountable at the central level through standardized testing and other forms of external evaluation. The mechanisms of performance-based accountability (PBA) and the consequences attached to test results vary. In high-stakes systems, teachers’ careers are more directly connected to students’ performance, and low performing schools might risk closure, whereas in lower-stakes systems, the official administrative consequences of accountability for school actors are more symbolic than material. The main aim of this paper is to understand the impact of different forms of PBA on teachers’ work from a comparative perspective. Most research on this topic is based on single-context case studies, which makes it difficult to understand the impact of policy factors and professional contexts in teachers’ decisions and autonomy. To address this challenge, we review recent investigations (2017-2020) on the topic and compare their findings in different teachers' regulatory contexts. The review includes 101 articles from the SCOPUS and Web of Science databases. We find that evidence on the impact of PBA on teachers’ perceptions and beliefs are variegated, and that the implications of PBA on teachers’ autonomy does not only depend on the level of accountability stakes, but on teachers’ professional regulation.

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“…Lack of time was echoed by Morris and Paterson (2013) who pointed out that primary school teachers did not have enough time to get used to using the Standards. Time constraints have consequently deterred teachers from catering for students' specific needs and engaging authentically with their students (Appel, 2020). Feeling limited in their ability to use the Standards in a meaningful way, many would resort to 'getting by', even commit acts of dishonesty, just to meet expectations set by their school leaders (Tuinamuana, 2011).…”

Section: Characteristics Of the Standardsmentioning

confidence: 99%

Globalization and the Australian Professional Standards for Teachers

2022

JEP

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Globalization has been perceived as a major source of influence in education in general and the work of teachers in particular (Stier, 2004). This paper sets out to discuss the impacts of globalization on teacher standards and teachers' practices in the context of Australia by raising two key arguments. First, globalization has led the Australian teacher standards to be developed in a way that emphasizes the need for global competitiveness, and consequently influenced teachers' work through the use of economic models including accountability and evidence-based practices. Second, globalization has highlighted the importance of digital literacy in teacher standards, and as a result promoted teachers' real-life practices of digital technologies integration in the classroom. The paper concludes with several implications in terms of research and practice.

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Performativity and the demise of the teaching profession: the need for rebalancing in Australia

Cited by 33 publications

References 25 publications

The Great Teacher: The Indonesian Adolescent Student Voice

The Great Teacher: The Indonesian Adolescent Student Voice

Teacher autonomy in the age of performance-based accountability: A review based on teaching profession regulatory models (2017-2020)

Globalization and the Australian Professional Standards for Teachers

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