Teaching in the age of accountability: restrained by school culture?

Autor/inn/en	Skarre Aasebø, Turid; Midtsundstad, Jorunn H.; Willbergh, Ilmi
Titel	Teaching in the age of accountability: restrained by school culture?
Quelle	In: Journal of curriculum studies, 49 (2017) 3, S. 273-290Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2015.1072249
Schlagwörter	Bildung; Bildung; Didaktik; Unterrichtsforschung; Schulleben; Schülermitwirkung; Schulkultur; Schulleben; Schülermitarbeit; Didaktik; Unterrichtsforschung; Studentische Mitbestimmung; Theorie-Praxis-Beziehung
Abstract	In this paper, we explore how 'teaching communication' in the classroom is connected to school culture. In the age of accountability, the outcome focus force to the forefront, a 'blame game' which either blames students' achievements on the teachers and teacher education, or the students and their socio-economic background. We argue that to succeed with teaching and learning is dependent on the school culture more than the single teacher or the students' backgrounds. School culture is understood as attitudes, communication, student focus and engagement. Teaching communication in this paper is studied as teachers' and students' talk about subject matter in whole-class teaching. We explore how different school cultures give students different opportunities to experience meaning from teaching communication. The perspective on meaning is derived from Bildung-centred didactics. By using qualitative comparative case method in Norwegian Lower Secondary schools, we find three different types of 'teaching communication' typical for different school cultures: 'Dialogic teaching communication', 'storytelling teaching communication' and 'reproducing teaching communication'. The school culture with the 'dialogic' variant is characterized by trust and reciprocity, making students' experiencing meaning a possibility.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2017/3