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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Vydané v:	Journal of education policy Ročník 38; číslo 3; s. 452 - 473
Hlavní autori:	Gore, Jennifer, Rickards, Bernadette, Fray, Leanne
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	London Routledge 04.05.2023 Taylor & Francis Ltd
Predmet:	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
On-line prístup:	Získať plný text
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