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Accountable for what and to whom? Changing representations and new legitimation discourses among teachers under increased external control.

机译：对什么以及对谁负责？在外部控制日益严格的情况下，教师代表制的变化和新的合法性论述。

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摘要

This article discusses how teachers construct new representations about accountability and professionalism in the context of increased external control. Over the last decade in particular, concerns about the quality of schooling and the quality of teachers has been raised by both politicians and the public alike, while prominent policy responses have seen an increased emphasis on student performance and the external control of professional work. Based on a 1 year long fieldwork in a Norwegian municipality, the findings imply how forms of external accountability are accepted by many teachers as a necessary and desirable development, but also one that is resisted as the policies are seen to downplay the broader aims of education. In this tension of external and internal accountability, however, alternative discourses have developed. In particular, an emphasis on scientific knowledge and researchinformed practice becomes an important representation for enhancing professional legitimacy and trust. By opening up the concept of accountability, it is possible to investigate how teachers’ representations of being accountable may take new forms when teacher professionalism is reconstructed in policy.
机译：本文讨论了教师如何在外部控制增强的情况下构建有关责任心和专业精神的新表示形式。尤其是在过去的十年中，政治家和公众都对学校的教育质量和教师的质量提出了担忧，而杰出的政策对策则更加强调了学生的表现和对专业工作的外部控制。基于在挪威一个城市进行的为期一年的实地考察，研究结果表明许多教师如何接受外部问责制是必要和理想的发展，但由于政策被低估了教育的更广泛目标，这种抵制受到了抵制。 。然而，在这种内部和外部问责制的紧张关系中，替代性话语得以发展。特别是，对科学知识和研究实践的重视成为增强职业合法性和信任的重要代表。通过开放问责制的概念，有可能研究在政策中重建教师专业性时教师的问责制代表如何采取新形式。

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    Mausethagen Sølvi;

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  • 年度 2013
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  • 正文语种 eng
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