Teacher quality, teacher effectiveness and the diminishing returns of current education policy expressions
Skourdoumbis, Andrew 2017, Teacher quality, teacher effectiveness and the diminishing returns of current education policy expressions, Journal for critical education policy studies, vol. 15, no. 1, Spring, pp. 42-59.
Attached Files
Name
Description
MIMEType
Size
Downloads
Title
Teacher quality, teacher effectiveness and the diminishing returns of current education policy expressions
This paper engages with an overt policy storyline, namely that the effective classroom teaching practice(s) of quality teachers not only corrects for but overcomes post-Fordist capital insecurities. Increasingly considered the sole and only solid foundations needed to enhance student achievement as preparation for twenty-first century economic intricacies, notions of teacher quality and teacher effectiveness specifically target classroom instruction as the encounter of influence ripe for change singling out teacher education for policy action. In using aspects of critical theory, the paper explores how contemporary education policy discourse treats notions of teacher quality and teacher effectiveness. The paper situates its argument within a critical framework, bordered by the reference points of “governmentalization” and a “logic(s) of practice”. In doing so, the paper canvasses the two major discourses of reform in education policy, highlighting the dominant influence of technocratic conceptions of “the teacher” and their role in a nation’s economy. An upshot is the resultant attenuation of complexity in matters related to teacher quality, teacher effectiveness, student achievement and the part they all play in a new world of economic instability.
Language
eng
Field of Research
130202 Curriculum and Pedagogy Theory and Development 13 Education 16 Studies In Human Society
Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.