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ERIC Number: EJ874368
Record Type: Journal
Publication Date: 2010-Jan
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0826-4805
Enhancing Teacher Performance: The Role of Professional Autonomy
Hyslop-Margison, Emery J.; Sears, Alan M.
Interchange: A Quarterly Review of Education, v41 n1 p1-15 Jan 2010
Current teacher accountability initiatives such as those included in the "No Child Left Behind" legislation in the United States create particular difficulties that impact deleteriously on the performance of professional educators. The quality of public education is undermined when teachers are held accountable to an external authority rather than to themselves, their colleagues, and their professional associations. In this article, and in response to this concern, we argue that for teachers to strengthen their classroom performance, policy renewal is required on two separate fronts: first, we must restructure teachers' working conditions to support autonomous professional activity related to education; and second, teachers, both individually and collectively, must accept the concomitant responsibility to pursue personal professional development to improve their pedagogical work.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001