Discourse and Teacher Identity in Business-Like Education

Autor/in	Skerritt, Craig
Titel	Discourse and Teacher Identity in Business-Like Education
Quelle	In: Policy Futures in Education, 17 (2019) 2, S.153-171 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Skerritt, Craig)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210318774682
Schlagwörter	Professional Identity; Teacher Effectiveness; Foreign Countries; Neoliberalism; Self Concept; School Culture; Privatization; Commercialization; Accountability; Teacher Student Relationship; Teaching Conditions; Professional Autonomy; Teacher Motivation; Teacher Evaluation; Global Approach; Achievement Tests; International Assessment; Secondary School Students; Public Schools; Private Schools; Discourse Modes; Ireland; United Kingdom (England); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Ausland; Neo-liberalism; Neoliberalismus; Selbstkonzept; Schulkultur; Schulleben; Privatisation; Privatisierung; Verantwortung; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrbedingungen; Unterrichtsbedingungen; Berufsfreiheit; Teacher appraisal; Lehrerbeurteilung; Globales Denken; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Public school; Öffentliche Schule; Private school; Privatschule; Diskursethik; Irland
Abstract	A post-structural approach to exploring identity is taken in this paper in that identity is considered here as being socially constructed through discourse, which has deep implications for the shaping of subjectivity and practice. Given both the potential academisation and Anglicisation of Irish schools, and the additional re-drawing of what constitutes as a 'good teacher', repositioning Irish teachers' subjectifications, this paper highlights the important issue of how teachers (re-)construct themselves in particular ways and make sense of their professional selves when their personal values, motivations, principles and deeply held beliefs about education and how it should be experienced are challenged. Ultimately, this paper projects that adopting a business-like ethos in Irish schools will have a negative impact on Irish teachers' identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01