Teacher Quality, Teacher Effectiveness and the Diminishing Returns of Current Education Policy Expressions

Autor/in	Skourdoumbis, Andrew
Titel	Teacher Quality, Teacher Effectiveness and the Diminishing Returns of Current Education Policy Expressions
Quelle	In: Journal for Critical Education Policy Studies, 15 (2017) 1, S.42-59 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-2743
Schlagwörter	Foreign Countries; Educational Quality; Teacher Effectiveness; Outcomes of Education; Educational Policy; Critical Theory; Discourse Analysis; Educational Change; Educational Practices; Governance; Politics of Education; Policy Analysis; Australia + Suchen Sie Ihr Suchwort? Ausland; Quality of education; Bildungsqualität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernleistung; Schulerfolg; Politics of education; Bildungspolitik; Kritische Theorie; Diskursanalyse; Bildungsreform; Bildungspraxis; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Politikfeldanalyse; Australien
Abstract	This paper engages with an overt policy storyline, namely that the effective classroom teaching practice(s) of quality teachers not only corrects for but overcomes post-Fordist capital insecurities. Increasingly considered the sole and only solid foundations needed to enhance student achievement as preparation for twenty-first century economic intricacies, notions of teacher quality and teacher effectiveness specifically target classroom instruction as the encounter of influence ripe for change singling out teacher education for policy action. In using aspects of critical theory, the paper explores how contemporary education policy discourse treats notions of teacher quality and teacher effectiveness. The paper situates its argument within a critical framework, bordered by the reference points of "governmentalization" and a "logic(s) of practice". In doing so, the paper canvasses the two major discourses of reform in education policy, highlighting the dominant influence of technocratic conceptions of "the teacher" and their role in a nation's economy. An upshot is the resultant attenuation of complexity in matters related to teacher quality, teacher effectiveness, student achievement and the part they all play in a new world of economic instability. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01