Constructing Teacher Agency in Response to the Constraints of Education Policy: Adoption and Adaptation

Autor/in	Robinson, Sarah
Titel	Constructing Teacher Agency in Response to the Constraints of Education Policy: Adoption and Adaptation
Quelle	In: Curriculum Journal, 23 (2012) 2, S.231-245 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1080/09585176.2012.678702
Schlagwörter	Foreign Countries; Professional Autonomy; Student Evaluation; Reports; Educational Philosophy; Teacher Responsibility; Educational Policy; Conflict; Teacher Role; Professional Identity; Status; Job Performance; Accountability; Elementary School Teachers; Adjustment (to Environment); Teacher Collaboration; Australia + Suchen Sie Ihr Suchwort? Ausland; Berufsfreiheit; Schulnote; Studentische Bewertung; Abschlussbericht; Berichten; Bildungsphilosophie; Erziehungsphilosophie; Lehrverpflichtung; Politics of education; Bildungspolitik; Konflikt; Lehrerrolle; Work performance; Arbeitsleistung; Verantwortung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Australien
Abstract	Drawing on agency literature, this paper demonstrates how teachers' professional agency emerged when seemingly conflicting strategies were imposed on them in policy reform. Policy discourse is often linked to performance and accountability measures, which teachers respond to in a number of ways. Some education researchers identify tensions caused by such strategies; others warn that if outcomes are defined by mechanical techniques that are practised and imposed rather than constructed and negotiated then there is a danger that teachers will be re-shaped as technicians. A number of debates discuss de-professionalism, the erosion of status and new definitions of the role of the teacher. This ethnographic study examines how the implementation of policy requirements for writing student reports, stipulated by two levels of government, emerged through the practices of the teachers in an Australian non-government school. The analysis of the data is located within the policy in/as practice literature. The evidence illustrates that, despite the strategies of performance, accountability and control mechanisms in policy text, the presence of strong collegial relationships enabled the teachers to construct their professional agency by adaptation and adoption of policy requirements to fit some practices and reshape others. (Contains 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10