Session Information
23 SES 02B, Fabricating Quality in European Education: Teacher Professionalism, Quality Assurance Regimes and Performance: a comparative study (Part 2)
Symposium continued from 23 SES 1B
Time:
2008-09-10
11:15-12:45
Room:
B1 114
Chair:
Martin Lawn
Discussant:
Jennifer Teresa Ozga
Contribution
This paper will be presented as a panel discussion raising issues from the emergent analysis to consider the impacts of QAE regimes on teacher professionalism, morale and performance in different contexts. QAE systems seem to be looking for ‘soft governance’ forms (Lawn 2007) of ‘intelligent accountability’ that promote trust through more bottom up and self-generated forms of evaluation of performance. However the weight of the work of data production by teachers and the continued effects of managerial accountability on professional accountability may undermine this attempted shift in governance. In some contexts, QAE operates as a culture or a system of 'terror' that employs judgements, comparisons and displays as means of control, attrition and change. (Lyotard 1984 p. 46).
Methodology: The paper draws on the survey design of the FAB-Q project and on the overall project design (policy text analysis, interviews and case studies).
Conclusions
Conclusions will be offered in relation to the contrasts and similarities between the apparently ‘softer’ governance regimes focusing on self-evaluation that characterise some systems, and the more ‘performative’ machinery of QAE in others, notably England in terms of their impacts on teacher professionalism.
References
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