Teacher Identity and Agency in an Era of Accountability

Autor/in	Buchanan, Rebecca
Titel	Teacher Identity and Agency in an Era of Accountability
Quelle	In: Teachers and Teaching: Theory and Practice, 21 (2015) 6, S.700-719 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2015.1044329
Schlagwörter	Professional Identity; Accountability; Elementary School Teachers; Teacher Attitudes; Educational Change; Educational Policy; Discourse Analysis; Teacher Characteristics; Semi Structured Interviews; California + Suchen Sie Ihr Suchwort? Verantwortung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Bildungsreform; Politics of education; Bildungspolitik; Diskursanalyse; Kalifornien
Abstract	The current zeitgeist in education in the USA emphasizes accountability for schools, students, and teachers, based on performance that can be easily quantified. Within this, current debates involving who should be teaching, what a good teacher looks like, and how best to evaluate and reward teachers are actually debates about the teaching profession. Inside such social and policy debates, however, lie real teachers with complex professional selves. The qualitative study reported here investigated how primary school teachers constructed self-understandings of what it means to be a professional inside the current educational reform context in the USA. Drawing from social-practice theories of identity construction and conceiving of the current educational reform discourses as sets of diffuse force relations that shape the social contexts and conditions of possibility in which American teachers work, this study sought to understand how nine California teachers made sense of their own professional selves amid the reform climate. With a special focus on professional agency, this article uses teacher identity to examine the interplay of how teachers are shaped by reform contexts and discourses, as well as how they resist and negotiate in order to create a place for themselves in both their schools and the current national policy and reform climate. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01