Performing 'Teacher': Exploring Early Career Teachers' Becomings, Work Identities and the [Mis-]Use of the Professional Standards in Competitive Educational Assemblages

Autor/inn/en	Lambert, Kirsten; Gray, Christina
Titel	Performing 'Teacher': Exploring Early Career Teachers' Becomings, Work Identities and the [Mis-]Use of the Professional Standards in Competitive Educational Assemblages
Quelle	In: Pedagogy, Culture and Society, 28 (2020) 4, S.501-523 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lambert, Kirsten)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2019.1663247
Schlagwörter	Beginning Teachers; Standards; Stress Variables; Professional Identity; Secondary School Teachers; Neoliberalism; Art Education; Performance; Creativity; Teacher Collaboration; Teacher Persistence; Faculty Mobility; Faculty Development; Teacher Effectiveness; Competition; Foreign Countries; Educational Change; Politics of Education; Teacher Attitudes; Australia + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Standard; Neo-liberalism; Neoliberalismus; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Achievement; Leistung; Kreativität; Lehrerkooperation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Wettkampf; Ausland; Bildungsreform; Educational policy; Bildungspolitik; Lehrerverhalten; Australien
Abstract	This paper explores the relationship between early career teachers' (ECTs) work identities, neoliberal education assemblages, and mandated professional standards. The task of supporting and retaining beginning teachers has received considerable attention in recent years in the face of alarming rates of teacher attrition internationally. The study, undertaken in Western Australia, explores how ECTs construct identities in response to competitive educational discourses, high levels of individual stress, insecure employment, excessive work-loads and limited formal support. The Australian Professional Standards are an example of 'organisational learning' that aims to support ECTs. However, our research suggests that in practice a managerial 'tick the box' approach to addressing the Standards renders them ineffective. We consider how embodied teacher identities are moulded in neoliberal secondary schools through concepts of performativity. This paper concludes that the performing arts can offer creative, collaborative and impassioned approaches to encouraging authentic teacher identities to support and retain ECTs. (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