Providing a Platform for 'What Works': Platform-Based Governance and the Reshaping of Teacher Learning through the OECD's PISA4U

Autor/in	Lewis, Steven
Titel	Providing a Platform for 'What Works': Platform-Based Governance and the Reshaping of Teacher Learning through the OECD's PISA4U
Quelle	In: Comparative Education, 56 (2020) 4, S.484-502 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lewis, Steven)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2020.1769926
Schlagwörter	Online Courses; Faculty Development; Teacher Education; Governance; Electronic Learning; Communities of Practice; Teacher Collaboration; Computer Mediated Communication; Marketing; Best Practices; Educational Policy; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Lehrerausbildung; Lehrerbildung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Community; Lehrerkooperation; Computerkonferenz; Politics of education; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler
Abstract	This paper addresses emerging modes of educational governance constituted through new online platforms for teacher professional development. Specifically, I focus here on the OECD's "PISA4U" ('PISA for you'), an online professional learning platform comprising structured assignment modules and peer-to-peer collaborative activities based on PISA insights. I critically explore how the PISA4U platform, as both a data infrastructure and a new organisational form, forges new relations between otherwise unconnected schooling spaces and actors, and creates new markets and users for the OECD's educational testing, data and professional development services. Rather than simply providing an online forum for teacher dialogue, collaboration and learning, I conclude that PISA4U problematically enables the OECD to consolidate their status as the global expert in education by providing a technical and discursive platform from which to speak to the teaching profession, which risks displacing more professionally oriented forms of teacher knowledge and expertise. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01