2022/01/01 by Natalie Browes, Hülya K. Altinyelken, Hülya Koşar Altinyelken
Social Sciences · Decision Sciences · #Teacher Education and Leadership Studies #Educational Assessment and Improvement #Educator Training and Historical Pedagogy
paper · pdf · doi:10.1111/1468-4446.12917
The roles and identities of professionals have undergone significant transformation in an ever-globalising world shaped by neoliberal values. In the field of education, standardisation and outcome-based quality measures have become the norm. Teachers are held accountable through their students' results, with their work subject to ongoing surveillance (performance-based accountability). This has changed the nature of teachers' tasks, and what it means to be a "good teacher". Based on 20 teacher interviews across six primary schools in the Netherlands, this study examines teachers' practices and beliefs, asking: do they experience role discrepancy? What responses do we see as a result? And, what does this reveal about teachers' sense of professionalism today? Findings show that all teachers experience the pressure of high workloads and the need to prioritise tasks. Whereas a small minority of respondents understand performative tasks as having a crucial function of supporting student learning and achievement, others experienced a discrepancy between these performative tasks and the tasks they believed to be at the heart of good teaching. Confronted with this, teachers responded in different ways; either incorporating all tasks into their schedule, or feeling forced to choose between them. Beyond this, findings indicate that teachers' understandings of key aspects of the profession, such as autonomy, are changing in response to the policy environment. This supports conceptualisations of professions and professionalism as not only "being changed by" external reform, but changing from within.