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.

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Title Teacher quality, teacher effectiveness and the diminishing returns of current education policy expressions
Author(s) Skourdoumbis, AndrewORCID iD for Skourdoumbis, Andrew orcid.org/0000-0003-4329-1285
Journal name Journal for critical education policy studies
Volume number 15
Issue number 1
Season Spring
Article ID 1
Start page 42
End page 59
Total pages 17
Publisher Institute for Education Policy Studies
Place of publication Northampton, Eng.
Publication date 2017-03-01
ISSN 1740-2743
Keyword(s) teacher quality
teacher effectiveness
teaching practice
education policy
Summary 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
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©[2017, Institute for Education Policy Studies]
Persistent URL http://hdl.handle.net/10536/DRO/DU:30092936

Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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