The ‘good’ teacher in an era of professional standards: policy frameworks and lived realities

Salton, Yvonne ORCID: https://orcid.org/0000-0001-7181-2936 and Riddle, Stewart ORCID: https://orcid.org/0000-0003-1653-1300 and Baguley, Margaret ORCID: https://orcid.org/0000-0003-0098-6378 (2022) The ‘good’ teacher in an era of professional standards: policy frameworks and lived realities. Teachers and Teaching: Theory and Practice, 28 (1). pp. 51-63. ISSN 1354-0602

Text (Accepted Version) CTAT paper ACCEPTED VERSION.pdf Restricted - Available after 1 June 2023.

Abstract

This paper presents an analysis of contemporary education policy levers that seek to standardise and measure teaching quality through the deployment of professional standards and increased surveillance of teachers’ work. These policy frameworks—with a focus in this paper on the Australian Professional Standards for Teachers—are contrasted against the experiences of five Australian primary school teachers, using interpretative case study analysis to demonstrate the contradictions, tensions and fragile discursive construction of the idealised ‘good’ teacher. Implications for teacher agency and autonomy are considered, and propositions are generated for policy frameworks that support and enhance quality teaching, rather than reducing the complexities of teaching to a set of standardised metrics.

Statistics for this ePrint Item

Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	Accepted version embargoed until 1 July 2023 (18 months), in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre:	Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre:	Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited:	04 Jan 2022 09:02
Last Modified:	04 Mar 2022 04:44
Uncontrolled Keywords:	teacher quality; professional standards; teacher identity; education policy; Australian Professional Standards for Teachers
Fields of Research (2008):	13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
Fields of Research (2020):	39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
Socio-Economic Objectives (2008):	C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
Socio-Economic Objectives (2020):	16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160303 Teacher and instructor development
Identification Number or DOI:	https://doi.org/10.1080/13540602.2021.2017274
URI:	http://eprints.usq.edu.au/id/eprint/46157

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