Hard Work/Workload: Discursive Constructions of Teacher Work in Policy and Practice

Autor/in	Spicksley, Kathryn
Titel	Hard Work/Workload: Discursive Constructions of Teacher Work in Policy and Practice
Quelle	In: Teachers and Teaching: Theory and Practice, 28 (2022) 5, S.517-532 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2022.2062741
Schlagwörter	Computational Linguistics; Political Attitudes; Speeches; Foreign Countries; Faculty Workload; Teaching Conditions; Work Environment; Educational Policy; Web Sites; Public Agencies; Administrator Attitudes; Elementary School Teachers; Public Officials; Outcomes of Education; School Administration; Professional Identity; United Kingdom (England) + Suchen Sie Ihr Suchwort? Linguistics; Computerlinguistik; Political attitude; Politische Einstellung; Ausland; Lehrbedingungen; Unterrichtsbedingungen; Arbeitsmilieu; Politics of education; Bildungspolitik; Web-Design; Öffentliche Einrichtung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lernleistung; Schulerfolg
Abstract	This paper explores contradictory constructions of teacher work across policy discourse and professional practice. It draws from a corpus-assisted critical discourse analysis of 363 political speeches published on England's Department for Education website between 2010 and 2018, and qualitative interviews with two executive leaders working in English primary academy schools. Findings indicate a contradiction in the way that teacher work was constructed by government ministers, with hard work constructed positively as leading to improved educational outcomes, but workload negatively constructed as a problem which needed to be solved. This contradiction was echoed in school leaders' discursive constructions of teacher work. Extending previous research on teacher workload, I raise the possibility that it is not only workload, but the requirement to navigate contradictory discursive constructions of teacher work which may cause damage to teachers' professional identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01