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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Veröffentlicht in:	Journal of education policy Jg. 38; H. 3; S. 452 - 473
Hauptverfasser:	Gore, Jennifer, Rickards, Bernadette, Fray, Leanne
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	London Routledge 04.05.2023 Taylor & Francis Ltd
Schlagworte:	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-Zugang:	Volltext
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