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ERIC Number: EJ1204675
Record Type: Journal
Publication Date: 2019-Feb
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-1926
Theorising Teacher Performance Dispositions in an Age of Audit
Skourdoumbis, Andrew
British Educational Research Journal, v45 n1 p5-20 Feb 2019
This article provides a critical and theoretical exploration into teacher performance dispositions (orientations towards performance). The article explores research literature on dispositions, highlighting the representation of teachers in education policy and standards documents across several nations of the OECD: Australia, the USA and the UK. The article draws on aspects connected to the Bourdieuian conception of dispositions, arguing that economic imperatives continue to drive research and policy directions of teacher performance, shaping teaching practice/s distorting the educative process. The article suggests that the work of teachers is increasingly being repositioned towards narrow conceptions of pedagogy and performance, aligning the educative experience with the ability to compete in the knowledge economy. Developments of this kind commodify knowledge, which may have implications for what it means to be educated or to educate. The research in focusing on teacher performance dispositions reminds teachers and policy-makers about the moral and ethical importance of a person-centred education policy approach. Such an approach eschews prescribed curricula and standardised learning, opting instead for the professional judgement of teachers in crafting studies with educative potential tailored to individual student need.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; United Kingdom; United States