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ERIC Number: EJ867333
Record Type: Journal
Publication Date: 2009
Pages: 5
Abstractor: ERIC
Reference Count: 9
ISSN: ISSN-0045-0685
Crossing the Divide between Teacher Professionalism and National Testing in Middle School Mathematics
Dimarco, Silvia
Australian Mathematics Teacher, v65 n4 p6-10 2009
Teacher professionalism is a social construct which varies across time and place. In relation to the teaching of mathematics in the middle school, professionalism is a concept under siege; with the advent of national testing some teachers predict dire consequences for student learning. In this small research project several teachers depicted their views of 'quality'in relation to the teaching of mathematics and potential threats from the coercive context in which they work. This article, reports and analyses four (4) teachers' views and practices of "quality" in relation to the teaching and learning of mathematics in the middle school. While these teachers felt comfortable in relation to their content knowledge and instructional practices, they felt their professional standing and student learning could be compromised by the enforcement of bureaucratic accountability agendas. The teachers felt these might cause divisions, cracks in their professionalism and pedagogical practices, with students' learning becoming the ultimate casualty.
Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia