A Rising Tide Meets a Perfect Storm: New Accountabilities in Teaching and Teacher Education in Ireland

Autor/inn/en	Conway, Paul F.; Murphy, Rosaleen
Titel	A Rising Tide Meets a Perfect Storm: New Accountabilities in Teaching and Teacher Education in Ireland
Quelle	In: Irish Educational Studies, 32 (2013) 1, S.11-36 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332-3315
DOI	10.1080/03323315.2013.773227
Schlagwörter	Accountability; Teacher Education; Global Education; Foreign Countries; Educational Change; Higher Education; Leadership; Policy Analysis; Evaluation; Neoliberalism; Educational Policy; Standardized Tests; Accreditation (Institutions); Preservice Teacher Education; Outcomes of Education; Ireland; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Verantwortung; Lehrerausbildung; Lehrerbildung; Globales Lernen; Ausland; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Führung; Führungsposition; Politikfeldanalyse; Evaluierung; Neo-liberalism; Neoliberalismus; Politics of education; Bildungspolitik; Standadised tests; Standardisierter Test; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Lehramtsstudiengang; Lernleistung; Schulerfolg; Irland
Abstract	This paper examines the emergence of new accountabilities in teaching and teacher education in Ireland in the 15 years period 1997-2012. Framing accountability in terms of the three main approaches to it globally in education systems, that is, compliance with regulations, adherence to professional norms and attainment of results/outcomes, we identify significant changes, particularly, in compliance- and results-driven accountability. A "rising tide" of accountability, due to the interrelated influences of the European higher education space, education legislation and professional self-regulation policies (i.e. Teaching Council), is evident since the late 1990s. This was punctuated by a "perfect storm" in 2010 comprising "bad news" from PISA 2009, the economic bailout and strategic leadership at a system level. The cumulative impact of the "rising tide" and "perfect storm" is evident in how they reframed both "to whom" and "for what" accountability in teacher education relates. Significantly, the new accountabilities in teaching and teacher education reflect a move towards the dominant global education reform movement (Sahlberg 2007) with its emphasis on standardisation, narrow focus on literacy and numeracy and higher stakes accountability. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10