Contested Territories: English Teachers in Australia and England Remaining Resilient and Creative in Constraining Times

Autor/inn/en	O'Sullivan, Kerry-Ann; Goodwyn, Andy
Titel	Contested Territories: English Teachers in Australia and England Remaining Resilient and Creative in Constraining Times
Quelle	In: English in Education, 54 (2020) 3, S.224-238 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1080/04250494.2020.1793667
Schlagwörter	English Teachers; High Stakes Tests; Teacher Attitudes; Foreign Countries; Professional Autonomy; Occupational Aspiration; Resilience (Psychology); English Instruction; Work Attitudes; English Curriculum; Accreditation (Institutions); Cross Cultural Studies; Values; Standards; Educational Policy; Secondary School Teachers; Australia; United Kingdom (England) + Suchen Sie Ihr Suchwort? English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Berufsfreiheit; Berufsneigung; Berufsziel; English langauage lessons; Work attitude; Arbeitshaltung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Cultural comparison; Kulturvergleich; Wertbegriff; Standard; Politics of education; Bildungspolitik; Australien
Abstract	Globally teachers are experiencing reductions to their autonomy and constraints on their professional practice through legislative impositions of limiting standards, external testing and narrowing curricula. This study explores the ways English educators find a balance between these external expectations, contemporary pressures, professional aspirations, and personal values. It was a qualitative investigation into the perceptions shared by thirty-three English teachers from New South Wales, Australia and across England. A significant gap now exists between the ways English teachers conceive their subject, their purposes and the nature of their work, and that determined by regulation, formalised curriculum and accreditation requirements. The enduring resilience of these teachers is revealed but also the corrosive structural effects produced by narrowly focused, neoliberal policies especially in relation to high stakes testing. However, the research demonstrates how certain English teachers remain remarkably resilient -- retaining autonomy where they can -- and we define this attribute as 'adaptive agency'. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01