Intensive Teaching: Examining Teachers' Professional Pressures and Pedagogical Practices at an Elite School

Autor/in	Atterberry, Adrienne Lee
Titel	Intensive Teaching: Examining Teachers' Professional Pressures and Pedagogical Practices at an Elite School
Quelle	In: Contemporary Education Dialogue, 19 (2022) 1, S.107-131 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atterberry, Adrienne Lee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-1849
DOI	10.1177/09731849211063240
Schlagwörter	Parent Teacher Cooperation; Teacher Administrator Relationship; Stress Variables; Educational Practices; Private Schools; High School Teachers; Foreign Countries; High Achievement; International Schools; Grading; Teaching Methods; India + Suchen Sie Ihr Suchwort? Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Bildungspraxis; Private school; Privatschule; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Ausland; International school; Internationale Schule; Notengebung; Schulnote; Teaching method; Lehrmethode; Unterrichtsmethode; Indien
Abstract	This article asks the following questions: What pressures do teachers face from parents and senior administrators? How do the pressures teachers face from parents and senior administrators affect how they teach students? Specifically, how does this affect the methods they engage in to generate 'good' student outcomes? It answers these questions by analysing interviews with 24 high school teachers at an elite international school in Bangalore, a city in southwest India. This article argues that the pressures teachers face from senior administrators and parents to produce high-achieving students result in them engaging in "intensive teaching practices." These practices represent teachers' attempts to produce students capable of earning high grades and entrance into competitive colleges and universities. This article extends our understanding of the factors that shape teachers' pedagogical practices by making explicit connections between affluent parenting practices and the professional roles of teachers at elite schools. As such, this article makes important contributions to the literature on the sociology of education and teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01