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
Although the QAE systems in England and Scotland have been shaped by similar neo-liberal policies they differ in important respects. This paper presents findings from the survey of teachers and headteachers in England and Scotland that was sent to a random sample of primary and secondary schools, and explores teachers’ perceptions of the quality of education, of different aspects of QAE, and the effects of QAE on teachers’ professionalism. We explore the extent to which teachers perceptions vary between Scotland and England, and the features of QAE that influence their perceptions..
Methodology: we present the results of the survey methodology using descriptive statistical analysis to give an overview of teachers’ views, reported QAE activities, and the influences of QAE. Multivariate analysis is used to convey particular response patterns.
Conclusions
The research is still in progress at the time of writing, but conclusions will be presented in relation to the contrasts and similarities between the apparently ‘softer’ governance regime of self-evaluation of teachers in Scotland, and the highly developed machinery of QAE in England, in terms of their impacts on teacher professionalism.
References
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