From performative to professional accountability: re-imagining 'the field of judgment' through teacher professional development

The rise of performative culture in education and intensifying forms of test-based accountability have subjected teachers to a ubiquitous 'field of judgment' through which they are held to account. Within this context, professional development is consistently deployed as a key solution to...

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Bibliographic Details
Published in:	Journal of education policy Vol. 38; no. 3; pp. 452 - 473
Main Authors:	Gore, Jennifer, Rickards, Bernadette, Fray, Leanne
Format:	Journal Article
Language:	English
Published:	London Routledge 04.05.2023 Taylor & Francis Ltd
Subjects:	Academic achievement Accountability Cultural change Elementary School Teachers Faculty Development Foreign Countries Foucauldian analysis Judgment Outcomes of Education panopticism Performativity Professional Autonomy Professional development Professional training quality teaching Secondary School Teachers Students Surveillance Surveillance systems Teacher Attitudes Teacher Collaboration Teacher education Teacher Effectiveness Teachers Teaching Tests Australia
ISSN:	0268-0939, 1464-5106
Online Access:	Get full text
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