By the Assemblage: Physical Education Teachers' Encounters of a State Teacher Accountability System

Autor/in	Zhang, Tan
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01