Promoting professional growth in new teacher evaluation systems: Practitioners’ lived experiences in changing policy contexts

Paufler, Noelle A.; King, Kelley; Ping, Zhu

doi:10.1016/j.stueduc.2020.100873

Cited by 10 publications

(5 citation statements)

References 26 publications

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“…Similarly, Holloway (2019) points out that, over time, there is less space for dissension due to "the increasing alignment between teacher training, evaluation, professional development, and discipline" (p. 1986). In this sense, Paufler et al (2020) observe that a majority of the teachers they approached reported that standardised testing had a positive impact on their practices, and that it encouraged them to be more reflective and innovative. Holloway (2019) considers that, over time, the possibility of resistance to PBA is diminishing.…”

Section: Market Model: Constrained Professional Autonomy and Tensions...mentioning

confidence: 96%

The Professionalism, Accountability, and Work of Teachers in Different Regulatory Regimes

Parcerisa

Verger

Pagès

et al. 2023

Professionalism and Social Change

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Section: Market Model: Constrained Professional Autonomy and Tensions...mentioning

confidence: 96%

The Professionalism, Accountability, and Work of Teachers in Different Regulatory Regimes

Parcerisa

Verger

Pagès

et al. 2023

Professionalism and Social Change

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“…Decades of datafication and accountability in education have been "complicit in the constitution of teacher subjectivities thoroughly responsive and reactive to data" (Lewis & Hardy, 2017, p. 231). Paufler et al (2020) observes that a majority of teachers interviewed reported that the standardized test had a positive impact on their practices, and encouraged them to be more reflective and innovative. Alderton and Gifford (2018), in their comparison of PBA policy in Turkey and England find that, in England, teachers are more likely to comply with PBA prerogatives that their counterparts in Turkey.…”

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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“…Consequently, the aim of this study is to develop an easy-to-use valid and reliable quantitative self-report questionnaire to measure student teachers' team teaching perceptions (main objective), based on a theoretical framework of student teachers' team teaching advantages and disadvantages (sub-objective), usable within the context of all team teaching models and within different team teaching formats, regardless of student teachers' team teaching experiences. The student teachers' team teaching perceptions questionnaire (STTPQ ) can be implemented as a growth tool in order to meet the shifted assessment focus from measuring performances to supporting professional growth [44], allowing teacher education institutes to make well-founded decisions.…”

Section: Research Aimmentioning

confidence: 99%

Let’s Team Up! Measuring Student Teachers’ Perceptions of Team Teaching Experiences

Backer¹,

Simons²,

Schelfhout³

et al. 2021

Teacher Education - New Perspectives

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Since collaboration within schools gains importance and is considered significant for teachers’ professional development in order to meet the new 21st-century educational demands, teacher education institutes show a growing interest in field experiences inspired by collaborative learning, such as team teaching. Team teaching is a teaching model in which (student) teachers work collaboratively in the preparation, teaching and evaluation of a course. In order to assess team teaching practices in teacher education by monitoring perceptions of collaborative team teaching experiences, an instrument is needed that offers insights to guide the learning process and support well-founded decision making. Therefore, an easy-to-use quantitative questionnaire to explore student teachers’ team teaching perceptions was developed and validated in four stages: an extensive literature review (1) resulting in a preliminary questionnaire containing advantages and disadvantages of team teaching (2). Next, a pilot study was conducted with 14 student teachers (3), followed by a further validation and reliability study based on exploratory factor analysis, peer debriefing, confirmatory factor analysis and internal consistency analysis with 181 participating student teachers (4). The final questionnaire comprises 29 Likert-items in four scales – collaboration, co-creation, coaching and complexity – and appears to be both valid and reliable.

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Promoting professional growth in new teacher evaluation systems: Practitioners’ lived experiences in changing policy contexts

Cited by 10 publications

References 26 publications

The Professionalism, Accountability, and Work of Teachers in Different Regulatory Regimes

The Professionalism, Accountability, and Work of Teachers in Different Regulatory Regimes

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

Let’s Team Up! Measuring Student Teachers’ Perceptions of Team Teaching Experiences

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