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ERIC Number: EJ927335
Record Type: Journal
Publication Date: 2011
Pages: 21
Abstractor: As Provided
Reference Count: 80
ISBN: N/A
ISSN: ISSN-1941-5257
Professionalism and the Post-Performative Teacher: New Teachers Reflect on Autonomy and Accountability in the English School System
Wilkins, Chris
Professional Development in Education, v37 n3 p389-409 2011
This paper explores the impact of the increasingly performative nature of the assessment of teachers' performance in England leading to the introduction of "Professional Standards for Teachers" in 2007. It reports the findings of a small-scale study of newly-qualified primary school teachers in the context of literature on teacher identity, performativity and professional development. It suggests the possible emergence of a "post-performative" identity; a generation of teachers whose experience as pupils has been of an increasingly performative schooling system. These post-performative teachers cannot be categorised as either "compliant" or "resistant" to the demands of performative management systems and government initiatives. They are still largely motivated by affective rewards, but have clear career ambitions; they are aware of the potential conflicts between the demands of accountability and the desire for autonomy, but are generally comfortable with the balance they feel able to strike between these. This paper reflects on the views of these teachers in the light of further developments in master's-level qualifications and their possible impact on the shape of professionalism and professional development. (Contains 2 tables.)
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 - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)