Search results for: Performance
Page 1/3 22 items
When performativity meets agency: how early career teachers struggle to reconcile competing agendas to become ‘quality’ teachers
Early career teachers are increasingly required to be ‘classroom ready’ upon graduation and to demonstrate capabilities that match their more experienced colleagues. They are also joining a profession that is characterised by increased scrutiny and accountability driven by standards that seek to identify the hallmarks of good teaching. This agenda, constructed around a discourse of ‘quality’, has created dilemmas for early career teachers. However, little is known about how early career teachers navigate these pressures as they begin their careers. This article reports on a study that sought high-achieving graduate teachers’ perceptions of teacher quality and how they assessed their own practices within a ‘quality’ framework. The study found that high-achieving early career teachers wrestle with their perceptions of what a ‘good’ teacher might be and do, and how this contrasts with official representations of a ‘quality teacher’, and that they frequently ‘govern’ themselves using the regulations and discourses related to ‘the quality teacher’. The authors argue that broader conceptualisations of teacher quality are needed to enable early career teachers to develop as agentic professionals.
Updated: Mar. 14, 2022
The Work of the Teacher-educator in Australia: Reconstructing the “Superhero” Performer/Academic in an Audit Culture
This article draws on interview data with Deans/Heads of Schools of Education in the Australian context to explore the question: How is the teacher-educator produced as a category of academic worker? Using critical approaches to discourse analysis, it presents two interlocked storylines woven with varying emphasis through the interviews. First, the teacher-educator is produced as a superhero researcher and teacher, elevated by the expectations of the Excellence in Research for Australia audit/surveillance tools. Second, there is a concomitant struggle to reconcile pressure to research with commitment to meeting the needs of schooling systems, and to addressing the work of the teacher-educator in ethical terms.
Updated: Jul. 04, 2017
Current studies indicate that the requirements of academia in recent years have been low and that students today devote significantly less time to learning than in the past. The name of the game today appears to be high grades at sale prices, making 80% the new “fail.” This disconcerting phenomenon, known as “grade inflation,” can be defined as an upward shift in grades without a demonstrated increase in the knowledge-based performance of students. The author argues that the solution is understanding the causes and effects of grade inflation requires, first and foremost, education professionals to conduct a discussion on the organizational level regarding evaluation within their respective institutions.
Updated: Sep. 18, 2016
Common Pressures, Same Results? Recent Reforms in Professional Standards and Competences in Teacher Education for Secondary Teachers in England, France and Germany
This study examines how cultural influences have characterized the ‘reforms’ in each of the three countries: England, France and Germany. Four common pressures leading to the reform of teacher education in England, France and Germany are identified as professionalisation, the Bologna Process, the Programme for International Student Assessment (PISA) and teacher recruitment.
Updated: May. 30, 2016
The aim of this study was to determine how Internet self-efficacy helps students to transform motivation into learning action and its effect on learning performance. There were two main results of this study; the first one is: it was proved that the Internet self-efficacy of learners is an important factor influencing learning performance and motivation; and these influences are stronger for male students than for female students. The second result of this study shows that Internet self-efficacy had less influence on learning performance for the female students than for the male students; however, Internet self-efficacy did influence the confidence and learning performance of the male students.
Updated: Jan. 19, 2016
This article explores whether emotional intelligence predicts student teacher performance. This study found that teacher emotional intelligence was not a predictor of student teacher performance. It also found that prior academic attainment and gender were not a good predictor of teacher performance.
Updated: Nov. 11, 2015
The goal of this study was to assess the value of A-level and international equivalents as a predictor of early achievement in higher education. The results show that the key predictor for academic performance is whether or not the students received a British education.
Updated: Nov. 10, 2015
Understanding Emotions As Situated, Embodied, and Fissured: Thinking with Theory to Create an Analytical Tool
This article introduces a new analytical tool, a critical performative analysis of emotion (CPAE), that draws upon three theoretical perspectives: emotions as situated, as embodied, and as fissured. These three theoretical perspectives -i.e. critical sociocultural, narrative, and rhizomatic- allow researchers to think with theory.
Updated: Mar. 16, 2015
“Teaching to the Test” in the NCLB Era: How Test Predictability Affects Our Understanding of Student Performance
This article explores one variant of the concept “teaching to the test'. It analyzes test item–level data from three states’ mathematics and reading tests. The article finds that students performed better on items testing frequently assessed standards—those that composed a larger fraction of the state test in prior years. These findings suggest that teachers targeted their instruction towards these predictably tested skills.
Updated: Feb. 11, 2015
This study investigated the differences between trained Clinical Faculty (CF) and untrained cooperating teachers (CTs) in terms of their sense of self-efficacy for mentoring student teachers; ratings of student teachers’ performance; new teachers’ perceived competence; and new teachers’ perceived impact on K-12 student learning and development. The findings reveal that trained Clinical Faculty tended to have greater self-efficacy for mentoring. The findings showed that greater accuracy in assessing student teacher performance may result in stronger actual performance of student teachers placed with CF as compared to those placed with untrained CTs, as evidenced by comparably higher evaluations by university supervisors.
Updated: Feb. 10, 2015