Quality teaching: standards, professionalism, practices
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Allen, Jeanne
Rowan, Leonie
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Abstract
International and national policy discourses around quality teaching and professional standards are redefining teaching as a profession (see Schleicher, 2011). At the supra-national level, Robertson and Sorensen (2018) argue that teachers’ work and pedagogic practices are being increasingly regulated by instruments and measures developed by the Organisation for Economic Cooperation and Development (OECD), including the Teaching and Learning International Survey (TALIS). They propose that such policy discourses are leading to a restricted imagining of the 21st century teacher and teaching, and the promotion of generic, constructivist models of pedagogy. Writing about the English national context, Beck (2009) suggests that the teaching professional standards movement has very significantly redefined both what counts as being a profession and “being professional” for teachers, and reduced teachers’ professional autonomy by promoting a “coercive reprofessionalisation” (p. 8). They argue that ‘the performative emphasis is what dominates Professional Standards for Teachers’, not only in terms of the content, but the discourse that frames them. The Professional Standards discourse is built on a “technicist model” and is “profoundly reductive” suggesting that teachers and teaching is about ‘acquiring a limited corpus of state prescribed knowledge accompanied by a set of similarly prescribed skills and competencies’ (Beck, 2009, p. 10). Australia also has a national authority responsible for the development of Professional Standards for Teachers, as well as the delivery of professional learning programs for teachers and school leaders.
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Asia-Pacific Journal of Teacher Education
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47
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1
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Education systems
Curriculum and pedagogy
Specialist studies in education