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ERIC Number: EJ1247023
Record Type: Journal
Publication Date: 2020-Feb
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0309-8249
Struggling Teachers and the Recognition of Effective Practice
Brady, Alison M.
Journal of Philosophy of Education, v54 n1 p183-200 Feb 2020
This paper discusses the ways in which the teacher is recognised through the formulation of evaluation frameworks which encompass criteria for so-called effective teaching and, by extension, effective learning. It argues that the emphasis on that which is 'effective', and therefore measurable, is symptomatic of an overly technicist understanding of teaching and learning, and the rapport between both. However, the recognition of the teacher as (in)effective in this way eclipses some of the other, more fundamental components of the act of teaching. Most importantly, the recognition that is conferred on teachers through effectiveness discourses serves to devalue the important 'struggle for recognition' that is inherent in such situations, and thus, fails to capture the lived, and often messy, experiences of being a teacher. Using the idea of the 'look' as explored by the philosopher Jean-Paul Sartre, as well as an example from the BBC TV programme 'Tough Young Teachers', this paper attempts to demonstrate what this 'struggle for recognition' looks like in classroom practice, why it is insufficiently accounted for in evaluation frameworks, and why it is important to consider when thinking about the work that teachers do.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A