Literaturnachweis - Detailanzeige
Autor/in | Zhang, Tan |
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Titel | By the Assemblage: Physical Education Teachers' Encounters of a State Teacher Accountability System |
Quelle | In: Sport, Education and Society, 28 (2023) 2, S.117-131 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Zhang, Tan) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1357-3322 |
DOI | 10.1080/13573322.2021.1993810 |
Schlagwörter | Physical Education Teachers; Teaching Experience; Accountability; Teacher Evaluation; Elementary School Teachers; Middle School Teachers; High School Teachers; Educational Change; Neoliberalism; Governance; North Carolina Physical education; Physical training; Teacher; Teachers; Sportlehrer; Verantwortung; Teacher appraisal; Lehrerbeurteilung; Elementary school; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Bildungsreform; Neo-liberalism; Neoliberalismus; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung |
Abstract | With a focus on the American context, the study investigates a teacher accountability reform as an expanding assemblage of neoliberal governance by providing an account of physical education teachers who were experiencing an accountability reform that required them to document student learning growth for teacher evaluation. Through stratified sampling, 51 teachers were sampled from elementary, middle and high schools in North Carolina that served socioeconomically diverse communities for an online survey and a semi-structured in-depth interview on their experiences with the accountability system and their envisioning of the future system. Reductive analysis yielded three themes. First, to prevent their program from being expendable, teachers subjected themselves to the accountability system by identifying with assessment and evaluation knowledge and adopting self-disciplinary practices. Second, they recognized the partiality, irrationality and discontinuity of various assessment as it reduced complex physical education learning through questionable quantification processes. Third, teachers experienced profound inequality in the accountability system, as the system applied different governance technologies towards the tested and non-tested subjects. Situated in theories of power (Foucault, 1982), assemblage (Deleuze & Guattari, 1988) and graduated governance (Ong, 2006), the study conceptualizes the teacher accountability system as an expanding assemblage of neoliberal governance. It attempted to include physical education under its governance but exacerbated the existing inequality across tested and non-test subjects. The results of the study suggest scholars and teachers in physical education to seek creative strategies to quantify student learning, having the values of the subject recognized in and beyond the accountability system. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |