Enacting Teacher Evaluation in Norwegian Compulsory Education: Teachers' Perceptions of Possibilities and Constraints

Autor/in	Gloppen, Silje Kristin
Titel	Enacting Teacher Evaluation in Norwegian Compulsory Education: Teachers' Perceptions of Possibilities and Constraints
Quelle	In: Educational Assessment, Evaluation and Accountability, 35 (2023) 3, S.387-417 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gloppen, Silje Kristin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-023-09409-2
Schlagwörter	Foreign Countries; Secondary School Teachers; Teacher Evaluation; Educational Policy; Teacher Attitudes; Policy Formation; Influences; Faculty Development; Compulsory Education; Program Implementation; Norway + Suchen Sie Ihr Suchwort? Ausland; Teacher appraisal; Lehrerbeurteilung; Politics of education; Bildungspolitik; Lehrerverhalten; Politische Betätigung; Influence; Einfluss; Einflussfaktor; Schulpflicht; Norwegen
Abstract	This article reports from a case study investigating enactment of teacher evaluation (TE) policies in two lower secondary schools in a large Norwegian municipality. The aim of the study was to explore teachers' perceptions of TE, and to unpack how new policy initiatives were shaped by translations, mediations, and negotiations in a national context characterised by relatively low-stakes accountability. The analysis was informed by municipal and local school documents, in situ observations, and semi-structured in-depth interviews with seven teachers, focusing on the interplay between material, interpretative, and discursive elements. Findings indicate that TE practices reflect traditional approaches to teachers' professional development based on classroom observations (COs) and peer counselling, marked by symmetrical relationships, reflexive collaboration, and collective knowledge-sharing. However, a non-hierarchical collective-oriented culture seems to be disrupted by result management and standards that define 'the good teacher' or 'the good lesson' combined with individual COs. Teachers raise concerns that market discourses which treat pupils as 'customers' and teachers as 'providers of results' may encourage strategic behaviours to comply with expectations and preserve one's good reputation. Implications for policy and practice are discussed with regard to how TE as a discursive strategy contributes to the 'making' of particular teacher subjectivities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01