NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ908599
Record Type: Journal
Publication Date: 2010-Nov
Pages: 15
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-1366-4530
The Teacher Study Group as a Space for Agency in an Era of Accountability and Compliance
Masuda, Avis M.
Teacher Development, v14 n4 p467-481 Nov 2010
This paper examines the impact of discourses upon teachers who strive to be professionals amidst the US No Child Left Behind era. Using qualitative research methodology and ethnographic techniques, a case study was conducted within the context of a teacher learning community comprised of two female secondary teachers and the researcher. Data were collected via transcripts of the conversations, teacher interviews, written reflections and field notes. Discourse analysis was employed to unpack discourses operating within the context of the teacher learning community. The study illustrates the push-pull relationship between constraint and possibility for teacher professionals. The paper illuminates how a teacher learning community becomes a space for agency for the "teacher as professional" and how teacher development can be sustained within a contemporary context of compliance and accountability.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001