What Is Education For? On Good Education, Teacher Judgement, and Educational Professionalism

Autor/in	Biesta, Gert
Titel	What Is Education For? On Good Education, Teacher Judgement, and Educational Professionalism
Quelle	In: European Journal of Education, 50 (2015) 1, S.75-87 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12109
Schlagwörter	Role of Education; Educational Policy; Educational Practices; Accountability; Evidence; Educational Objectives; Qualifications; Socialization; Professional Identity; Teacher Attitudes; Value Judgment; Critical Theory; Relevance (Education); Educational Needs; Educational Philosophy + Suchen Sie Ihr Suchwort? Bildungsauftrag; Politics of education; Bildungspolitik; Bildungspraxis; Verantwortung; Evidenz; Educational objective; Bildungsziel; Erziehungsziel; Qualifikation; Qualifikationsstufe; Socialisation; Sozialisation; Lehrerverhalten; Werturteil; Kritische Theorie; Relevance; Relevanz; Educational need; Bildungsbedarf; Bildungsphilosophie; Erziehungsphilosophie
Abstract	Teaching and teachers have recently become the centre of attention of policy makers and researchers. The general idea here is that teaching matters. Yet the question that is either not asked or is only answered implicitly is why teaching matters. In this article I engage with this question in the context of a wider discussion about the role, status and significance of the question of purpose in education. I suggest that this is the most fundamental question in all educational endeavours. It is a normative question which poses itself as a multi-dimensional question, since education always functions in relation to three domains of purpose: qualification, socialisation and subjectification. Against this background I analyse the specific nature of teacher judgement in education and show how the space for teacher judgement is being threatened by recent developments in educational policy and practice that concern the status of the student, the impact of accountability and the role of evidence. I indicate how, where and why these are problematic and what this implies for regaining a space for teachers' professional judgement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01