Ready for Reform? Narratives of Accountability from Teachers and Education Leaders in Wales

Autor/inn/en	Hutt, Matt; Lewis, Nicky
Titel	Ready for Reform? Narratives of Accountability from Teachers and Education Leaders in Wales
Quelle	In: School Leadership & Management, 41 (2021) 4-5, S.470-487 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2021.1942823
Schlagwörter	Foreign Countries; Educational Change; Accountability; Educational Improvement; Teacher Response; Teacher Attitudes; Anxiety; Leadership; Principals; Administrator Attitudes; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Verantwortung; Teaching improvement; Unterrichtsentwicklung; Lehrerkommentar; Lehrerverhalten; Angst; Führung; Führungsposition; Principal; Schulleiter
Abstract	The Welsh education system is engaging in a wide-ranging series of reforms and, as part of these reforms, is moving towards an accountability system that aims to work collaboratively with teachers and school leaders in a self-improving system. The aspiration is to move away from accountability structures that are built around high-stakes performative measures. Reform in this area implies change at procedural and cultural levels, and this article presents a research project that explores teacher, school leader and challenge adviser perspectives on accountability, through the lens of narrative inquiry, to identify ways in which accountability is currently constructed and understood. Findings indicate that teachers develop narratives that are focused upon anxiety over impact, whilst leaders focus on critiquing modes of measurement, and that accountability, therefore, is problematised in differing ways by different cohorts of professionals. Furthermore, the leaders' narratives explore an unresolved tension between the desire for an accountability system which is nuanced and detailed, and the desire for an accountability system which is also clear and unambiguous. It is argued that successful reform will have to engage explicitly with these different ways of understanding accountability if it is to be successfully co-constructed with the profession in the current context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01