File(s) under permanent embargo
The temptations and failings of teacher effectiveness research: provocations of a ‘practice perspective’
chapter
posted on 2017-01-01, 00:00 authored by Andrew SkourdoumbisAndrew Skourdoumbis, Julianne LynchJulianne LynchThis 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.
History
Title of book
Practice theory and education: diffractive readings in professional practiceChapter number
16Pagination
263 - 279Publisher
RoutledgePlace of publication
Abingdon, Eng.ISBN-13
9781138191396Language
engPublication classification
B Book chapter; B1 Book chapterCopyright notice
2017, RoutledgeExtent
16Editor/Contributor(s)
J Lynch, J Rowlands, T Gale, A SkourdoumbisUsage metrics
Categories
No categories selectedLicence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC