Teacher Accountability and Education Restructuring: An Exploration of Teachers' Work Identities in an Urban School for Poor in India

Autor/in	Chandran, Meera
Titel	Teacher Accountability and Education Restructuring: An Exploration of Teachers' Work Identities in an Urban School for Poor in India
Quelle	In: International Studies in Sociology of Education, 31 (2022) 3, S.305-324 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chandran, Meera)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0962-0214
DOI	10.1080/09620214.2020.1855462
Schlagwörter	Educational Change; Professional Identity; Teacher Role; Accountability; Ethnography; Case Studies; Teacher Effectiveness; Teaching Methods; Critical Theory; Educational Policy; Urban Schools; Middle School Teachers; Teacher Student Relationship; Teacher Attitudes; Cultural Influences; Political Influences; Poverty; Disadvantaged Schools; Foreign Countries; School Districts; Administrative Organization; India + Suchen Sie Ihr Suchwort? Bildungsreform; Lehrerrolle; Verantwortung; Ethnografie; Case study; Fallstudie; Case Study; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Politics of education; Bildungspolitik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerverhalten; Cultural influence; Kultureinfluss; Political influence; Politischer Einfluss; Armut; Ausland; School district; Schulbezirk; Indien
Abstract	Teachers' work in India is impacted by the ongoing restructuring of school education that incorporates simultaneous attempts at reform and regulation. Child-friendly assessment policy instituted by the local bureaucracy leads to intensification of teachers' administrative roles, drawing their attention away from critical pedagogic ones. Limitations in policy interpretation are found to be in response to the official discourse of efficiency that manifests in performative measures of accountability inconsistent with the intended reforms. In this ethnographic case study in an urban middle school for poor, teachers' attempts to comply with instruments of accountability while adapting to changing pedagogic relations with their students and achieve coherence in their identities are examined. The paper draws attention to the contrasts between models of good teaching held by teachers, vis-à-vis the official discourse. It argues for a reworking of the existing model of accountability towards incorporating a cultural-political conception of pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01