Session Information
23 SES 11 A, Global Perspectives on Market-Based Teacher Accountability Policies
Symposium
Contribution
The thickening of global educational governance during the latest decades has been accompanied by an unprecedented interest in teachers and how the profession might contribute to student learning and economic growth. Drawing on historical institutionalism, this paper analyses and discusses the practical argumentation of the European Commission, the Organisation for Economic Cooperation and Development (OECD), and the World Bank in terms of their policies for teacher appraisal and feedback on the basis of key policy documents from the period 2005-2015. These three organisations are all major policy actors in the global educational policy field and have launched numerous initiatives on teacher policy over the past decade. The analysis shows the shifting and varying practical argumentation concerning teacher appraisal and feedback adopted by the three organisations, including their references to value-added modelling and performance-based incentives. While all three organisations strongly advocate the establishment of appraisal and feedback systems for teachers, each of them has distinctive objectives and strategies in the area. The different emphases in the values, goals, and claims for action advocated by the three organisations raise at least three profound issues that are discussed in the paper: i) how do the governance and decision-making of the European Commission, the OECD, and the World Bank influence policy recommendations with regard to teacher appraisal and feedback systems?; ii) do the three organisations refer to the same research evidence on teacher appraisal and feedback?; and iii) how do the different emphases in the practical argumentation concerning teacher policy reflect power relations between funding donors and recipients, between the Global North and the Global South?
References
Fairclough, I., & N. Fairclough (2012). Political Discourse Analysis: A method for advanced students. Abingdon, Oxon: Routledge. Klees, S., J. Samoff, & N. Stromquist (2012). The World Bank and Education: Critique and Alternatives. Rotterdam: Sense. Mundy, K. (2007). Global governance, educational change. Comparative Education, 43(3), 339-357. Nóvoa, A., & T. Yariv-Mashal (2003). Comparative Research in Education: A Mode of Governance or a Historical Journey? Comparative Education, 39(4), 423-438. Sørensen, T.B., & S.L. Robertson (forthcoming), The OECD program TALIS and Framing, Measuring and Selling Quality Teacher™. In M. Akiba & G.K. LeTendre (eds.). Routledge International Handbook of Teacher Quality and Policy. London and New York: Routledge. Thelen, K. (1999). Historical institutionalism in comparative politics. Annual Review of Political Science, 2, 369 – 404.
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