Teachers’ Perceptions of Teacher Evaluation, Professional Identities and Educational Institutions: An Analysis Based on the Symbolic Universes Approach

Matsopoulos, Anastassios; Griva, Artemis‐Margarita; Psinas, Polivios; Monasterioti, Irene

doi:10.1007/978-3-030-19497-0_6

Cited by 2 publications

(1 citation statement)

References 11 publications

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“…Among citable cases of meaning misalignments, it is worth recalling here a study supporting the need for culture-based policies and which exemplifies pluralism. The study addresses teacher evaluation (TE) policies in Greece (Matsopoulos et al 2019). The authors explain that the aim of recent government measures was to establish an "objective, fair and reliable system of evaluation" of the Greek education system, so as to upgrade primary and secondary education and promote best practices.…”

Section: Policy Implementationmentioning

confidence: 99%

The Pluralism of the Cultural Milieu

Cremaschi

Fioretti

Mannarini

et al. 2021

Culture in Policy Making: The Symbolic Universes of Social Action

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Human variability manifests itself in many forms, and cultural pluralism, which is one of these forms, is the theme of this chapter. However, before dealing with cultural pluralism, we need to frame it within the intellectual, scientific, and political debate developed in the last few decades on difference and diversity. Indeed, difference and diversity have become key topics both in the intellectual debate and in the political agenda of democratic regimes, as civil rights of minorities and multiculturalism have increased in visibility, voice, and complexity.The debate on multiculturalism is an interesting example of how to conceive of differences and diversity. Multiculturalism has been criticised for many reasons: emphasis on cultural difference and disregard of common values, radical cultural relativism, a notion of culture as a static essence, motivation to segregation and social fragmentation (Vertovec and Wessendorf 2010). Two main issues emerge from the debate, relevant both to the academic and the policy level. One is about how to deal with differences embodied by indigenous and national minorities and immigrant groups; the other is about the effects of diversity on society.The first issue has to do with different accounts of multiculturalism, which imply different notions of culture and of difference/diversity. Indeed, there is no one straightforward version of multiculturalism, but different versions of it, at least three, according to Levrau and Loobuyck (2018). The liberal egalitarian account claims that individuals, not groups, are entitled to rights, and that differences and pluralism are not about culture; cultural minorities should not be granted special cultural rights (Barry 2001), but should be treated on the universalistic basis of equal treatment: recognition of diversity is inversely proportional to social unity. A second account, proposed by communitarians such as Taylor (1992), acknowledges and emphasises cultural groups' diversity and moral authority, and considers cultures as the basis for significant group identity. The third account regards multiculturalism as connected to the development of new models of democratic citizenship, based on human rights ideals; contrary to the first account, cultural group rights can be granted-if they are

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Section: Policy Implementationmentioning

confidence: 99%

The Pluralism of the Cultural Milieu

Cremaschi

Fioretti

Mannarini

et al. 2021

Culture in Policy Making: The Symbolic Universes of Social Action

View full text Add to dashboard Cite

show abstract

Development and factor structure of the teaching approach scale

Reho,

Costa,

Pirchio

et al. 2024

Front. Educ.

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IntroductionThe study presents the development and validation of the Teaching Approach Scale (TAS), a tool aimed at assessing teaching approaches in educational settings. Literature emphasizes the significance of collaboration and a student-centered approach in enhancing learning environments. However, the translation of these approaches into daily practices faces challenges due to entrenched traditions and individual perspectives. The TAS addresses this gap by assessing educators’ perspectives on teaching approaches.MethodExploratory and confirmatory factor analyses carried on a sample of 642 teachers revealed four dimensions defining learning approaches: (a) Development of students’ autonomy, (b) Comparison and synergy in the teacher’s group, (c) Development of the student as a person, and (d) Standardization of teaching.Results and discussionThe TAS serves as a valuable instrument for capturing teachers’ perspectives on teaching, thereby offering valuable insights for enhancing teaching practices and fostering professional development. Further studies need to face TAS validity and reliability, nevertheless, this study underscores the importance of considering teacher learning cultures in improving educational procedures, highlighting the role of individual perspectives in shaping teaching practices and learning environments.

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Teachers’ Perceptions of Teacher Evaluation, Professional Identities and Educational Institutions: An Analysis Based on the Symbolic Universes Approach

Cited by 2 publications

References 11 publications

The Pluralism of the Cultural Milieu

The Pluralism of the Cultural Milieu

Development and factor structure of the teaching approach scale

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