From performative to professional accountability: re-imagining ‘the field of judgment’ through teacher professional development

Gore, Jennifer; Rickards, Bernadette; Fray, Leanne

doi:10.1080/02680939.2022.2080274

Cited by 16 publications

(5 citation statements)

References 81 publications

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“…The role of these challenges in underpinning pedagogical actions for equity has become even more apparent to us in writing this article as we have thought through the implications for professional development in our marketised world. We suggest that future research should extend Gore et al's [16] work by exploring how teachers might develop equitable mathematics classrooms within the constraints of accountability, and the implications for sustainable professional development. We recognise the compromises we are currently forced to make.…”

Section: Implications For Future Research On Professional Developmentmentioning

confidence: 84%

“…. to experience accountability more productively, still with a focus on student outcomes' ( [16] p. 454). 'Gap tasks' in between professional development sessions ask teachers to focus on a single strategy that they can support with an RME lesson if they so choose.…”

Section: Discussion: Developing and Delivering Professional Developme...mentioning

confidence: 99%

“…Even teachers who do not subscribe to a procedural approach find that demands for accountability compromise more exploratory aims [14,15]. The emphasis on outcomes measurement consequently reduces the impact of reform-based professional development [16,17]. This situation is exacerbated in England, where much professional development is now government-funded and centralised, and there is a perceived need for consistency across the sector in dictating what is to be learned as received 'best practice' [18,19].…”

Section: Teacher Learning In a Climate Of Performativitymentioning

confidence: 99%

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Teacher Development for Equitable Mathematics Classrooms: Reflecting on Experience in the Context of Performativity

Hough,

Solomon

2023

Education Sciences

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In this article, we chart the development of one of us—Sue Hough—from a teacher who wanted students to understand to one who gained new critical understandings of student thinking, pedagogy, and the very nature of mathematics. We comment on the role of research interventions and learning communities in this development, with a particular focus on Sue’s encounter with Realistic Mathematics Education and the connections it makes between informal and formal mathematics through the pedagogy of guided reinvention. Development towards teaching that enables all learners to make sense of mathematics requires fundamental changes in pedagogic practice and a reconceptualisation of progress. Bringing about such radical change relies on one further aspect of Sue’s story—the freedom to experiment and learn as a teacher. We note the remoteness of this possibility in a climate of performativity and marketised education, and we discuss the implications of Sue’s journey for our pedagogical responsibilities in professional development today.

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Section: Implications For Future Research On Professional Developmentmentioning

confidence: 84%

Section: Discussion: Developing and Delivering Professional Developme...mentioning

confidence: 99%

Section: Teacher Learning In a Climate Of Performativitymentioning

confidence: 99%

See 1 more Smart Citation

Teacher Development for Equitable Mathematics Classrooms: Reflecting on Experience in the Context of Performativity

Hough,

Solomon

2023

Education Sciences

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“…Whilst the language of neoliberalism and governance may be softer in Scotland than elsewhere (for example, England and Australia), the philosophy and language of educational reform since the 1990s is largely the same: measurements, targets, performance, control from a distance (surveillance) and regulation outputs (learning outcomes and assessment benchmarks as opposed to specifying what is to be learned) (Nieveen and Kuiper, 2012) whereby teachers, schools and local authorities become responsible for evidencing achievement. The global emphasis on and investment in professional development or professional learning is a response to the perceived crisis in the quality, competence and professionalism of teachers (Gore et al, 2022). Professional learning is, however, critical to the implementation of new curricula in countries such as Scotland, Wales, New Zealand and the Netherlands (Sinnema et al, 2020).…”

Section: Pisa Data Governance and Lifelong Learningmentioning

confidence: 99%

Lifelong learning as a governing technique of subjectivation from the perspective of the discourse of hope and fear

Chiang,

Thurston,

MacKenzie

2024

Front. Polit. Sci.

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Neoliberal governmentality highlights that the mode of governing technologies has moved from government toward governance in modern society. Accordingly, as the self becomes the nexus between social control and self-regulation, configuring self-knowledge is mainly achieved through subjectivation, as argued by M. Foucault. The OECD's PISA program implicitly carries out this technique by holding teachers responsible for national prospects through its assumption of a close linkage between teaching quality and human capital. More importantly, PISA data facilitates international comparisons and rankings by which the international competitiveness of its participants can be identified and categorized. Unsurprisingly, those member countries/regions classified in the first tier are confident of their prospects for future economic growth in contrast with those ranked below the average, which are unable to escape from a state of fear engendered by their assumed lack of economic prospects. Teachers thus become the subject and object of educational reforms. Teachers need to improve their teaching quality through professional development to eliminate the stigma of being viewed as social burdens. The discourses of hope and fear set in motion by PISA thus turn lifelong learning into a powerful means of facilitating the government to fabricate teachers' subjectivity. This is the art of subjectivation, commanding teachers to perform as enterprising subjects who are dedicated to contributing to social progression through good teaching quality, which is perceived as the gateway for them to bring honor upon themselves.

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“…The quality of such practice, and thereby the professional learning, are then judged, rightly or wrongly, by learner outcomes such as test scores and other measures. The tension between an educator's creative 'curriculum making' (Edwards et al, 2009) and the system-wide performative demands of learner assessment outcomes is not new and is of no surprise to education researchers (Daliri-Ngametua et al, 2022) with Gore et al (Gore et al, 2023) going so far as to describe a 'post-panoptic' era of constant scrutiny from all sides.…”

Section: An Ongoing Challenge For National Systemsmentioning

confidence: 99%

Professional learning as activism: how educators recontextualise university master’s course learning for enabling evolution in school settings

Robertson,

Grainger Clemson,

Brack

et al. 2023

Preprint

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This paper discusses new research that investigates the experience of a Scottish university master’s level study course for better supporting the leadership of professional learning. Scotland offers varied educator development opportunities, but these do not always transfer to pedagogy shifts and sustainable school evolution. Leaders of professional learning develop identities of professional intellectualism and activism, but must enact compliance to a system culture of rational thought and performativity whilst simultaneously attempting to disrupt the status quo for the perceived good of their staff and pupils. We consider their dilemmas in recontextualizing critically reflexive practice across a complex ecosystem undergoing reform.

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From performative to professional accountability: re-imagining ‘the field of judgment’ through teacher professional development

Cited by 16 publications

References 81 publications

Teacher Development for Equitable Mathematics Classrooms: Reflecting on Experience in the Context of Performativity

Teacher Development for Equitable Mathematics Classrooms: Reflecting on Experience in the Context of Performativity

Lifelong learning as a governing technique of subjectivation from the perspective of the discourse of hope and fear

Professional learning as activism: how educators recontextualise university master’s course learning for enabling evolution in school settings

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