Datafying the Teaching 'Profession': Remaking the Professional Teacher in the Image of Data

Autor/inn/en	Lewis, Steven; Holloway, Jessica
Titel	Datafying the Teaching 'Profession': Remaking the Professional Teacher in the Image of Data
Quelle	In: Cambridge Journal of Education, 49 (2019) 1, S.35-51 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lewis, Steven) ORCID (Holloway, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2018.1441373
Schlagwörter	Data; Decision Making; Teaching (Occupation); Accountability; Teachers; Information Utilization; Teacher Evaluation; Student Evaluation; Teacher Effectiveness; Expectation; Personality; Educational Improvement + Suchen Sie Ihr Suchwort? Daten; Decision-making; Entscheidungsfindung; Teaching; Lehrberuf; Verantwortung; Lehrer; Lehrerin; Lehrende; Informationsnutzung; Teacher appraisal; Lehrerbeurteilung; Schulnote; Studentische Bewertung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Expectancy; Erwartung; Personalität; Teaching improvement; Unterrichtsentwicklung
Abstract	This paper explores how data-driven practices and logics have come to reshape the possibilities by which the teaching profession, and teaching professionals, can be known and valued. Informed by the literature and theorising around educational performativity, the constitutive power of numbers, and affective responses to data, it shows how different US educators experienced, and came to embody, new forms of numbers-based accountability. Drawing on interviews with teachers, and school- and district-level leaders, as well as relevant school-based documents, it is argued that such data are now both "effective" (i.e. they change 'what counts' within the profession) and "affective" (i.e. they produce new expectations for teachers to profess data-responsive dispositions over actual educative practices). This prevalence and use of data have combined not only to change teaching into a 'data profession', but also to change teachers into 'professors' of data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01