'Teaching for the Time Being': Teaching and Teacher Identity in Low-Fee Private Schools in Semi-Urban Delhi

Autor/in	Sharma, Poonam
Titel	'Teaching for the Time Being': Teaching and Teacher Identity in Low-Fee Private Schools in Semi-Urban Delhi
Quelle	In: Contemporary Education Dialogue, 20 (2023) 2, S.283-304 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sharma, Poonam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0973-1849
DOI	10.1177/09731849231172416
Schlagwörter	Teacher Attitudes; Professional Identity; Private Schools; Institutional Characteristics; Educational Quality; National Curriculum; Foreign Countries; Coping; Work Environment; Educational Change; Teacher Qualifications; Ethnography; Teaching Methods; Administrative Organization; School Administration; Teaching Conditions; Job Security; Fees; India + Suchen Sie Ihr Suchwort? Lehrerverhalten; Private school; Privatschule; Quality of education; Bildungsqualität; Ausland; Bewältigung; Arbeitsmilieu; Bildungsreform; Lehrqualifikation; Ethnografie; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrbedingungen; Unterrichtsbedingungen; Arbeitsplatzsicherheit; Gebühren; Studiengebühren; Indien
Abstract	It is well known that teachers are central to education reforms and to providing high-quality instruction. The National Curriculum Framework 2005 identifies the need for professionally qualified teachers and the need to enhance the professional identity of schoolteachers. Low-fee private schools are often presented as a solution to the supposedly poor quality of education provided by government schools. Based on ethnographic fieldwork, this article examines the micro-managed context of teachers' work in low-fee private schools in semi-urban Delhi. It illustrates ways in which curriculum and pedagogy were used to control teachers' work and analyses these observations in the light of New Public Management discourses. This article argues that teachers strongly constructed their work as provisional and used silence and exit as a way to cope within the highly regulated work environments of the school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01