The temptations and failings of teacher effectiveness research: provocations of a ‘practice perspective’

Skourdoumbis, Andrew and Lynch, Julianne 2017, The temptations and failings of teacher effectiveness research: provocations of a ‘practice perspective’. In Lynch, Julianne, Rowlands, Julie, Gale, Trevor and Skourdoumbis, Andrew (ed), Practice theory and education: diffractive readings in professional practice, Routledge, Abingdon, Eng., pp.263-279.

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Title The temptations and failings of teacher effectiveness research: provocations of a ‘practice perspective’
Author(s) Skourdoumbis, AndrewORCID iD for Skourdoumbis, Andrew orcid.org/0000-0003-4329-1285
Lynch, JulianneORCID iD for Lynch, Julianne orcid.org/0000-0003-3180-8224
Title of book Practice theory and education: diffractive readings in professional practice
Editor(s) Lynch, JulianneORCID iD for Lynch, Julianne orcid.org/0000-0003-3180-8224
Rowlands, JulieORCID iD for Rowlands, Julie orcid.org/0000-0003-1664-4209
Gale, TrevorORCID iD for Gale, Trevor orcid.org/0000-0003-3927-9267
Skourdoumbis, AndrewORCID iD for Skourdoumbis, Andrew orcid.org/0000-0003-4329-1285
Publication date 2017
Chapter number 16
Total chapters 16
Start page 263
End page 279
Total pages 17
Publisher Routledge
Place of Publication Abingdon, Eng.
Keyword(s) teacher effectiveness research
practice theory
Summary This chapter provides a critical appraisal of teacher effectiveness research (TER). Like others before us, we argue that TER employs a reductive view of teaching—narrowly focused on the agency of individual teachers’ classroom-based pedagogic behaviours; overemphasising the role these behaviours have on student achievement; representing these behaviours as assayable in unproblematic ways; and, potentially having negative impacts on teachers and teaching. We suggest that the theoretical sensibilities of practice theory support more productive engagements with the complexities of teaching, and we argue that this alternative theoretical framing is more likely to engage teachers in transformational agendas than those offered by current manifestations of TER. We do this by drawing on the practice writings of Reckwitz (2002), Thrift (1996, 2007) and Schatzki (2012), who provide analyses of commonalities to be found amongst diverse practice theories. We argue that a ‘practice perspective’ provides an affirmative engagement with the complexities of teaching practice and is more likely to embolden new interpretations of what teaching is and can be.
ISBN 9781138191396
9781315640532
Language eng
Field of Research 130105 Primary Education (excl Maori)
130106 Secondary Education
Socio Economic Objective 930202 Teacher and Instructor Development
HERDC Research category B1 Book chapter
ERA Research output type B Book chapter
Copyright notice ©2017, Routledge
Persistent URL http://hdl.handle.net/10536/DRO/DU:30087824

Document type: Book Chapter
Collection: School of Education
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