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Datafying the teaching ‘profession’: remaking the professional teacher in the image of data

journal contribution
posted on 2019-01-01, 00:00 authored by Steven Lewis, Jessica Holloway
This paper explores how data-driven practices and logics have come to reshape the possibilities by which the teaching profession, and teaching professionals, can be known and valued. Informed by the literature and theorising around educational performativity, the constitutive power of numbers, and a ective responses to data, it shows how di erent US educators experienced, and came to embody, new forms of numbers-based accountability. Drawing on interviews with teachers, and school- and district-level leaders, as well as relevant school-based documents, it is argued that such data are now both e ective (i.e. they change ‘what counts’ within the profession) and a ective (i.e. they produce new expectations for teachers to profess data-responsive dispositions over actual educative practices). This prevalence and use of data have combined not only to change teaching into a ‘data profession’, but also to change teachers into ‘professors’ of data.

History

Journal

Cambridge journal of education

Volume

49

Issue

1

Pagination

35 - 51

Publisher

Taylor & Francis (Routledge)

Location

Abingdon, Eng.

ISSN

0305-764X

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2018, University of Cambridge, Faculty of Education