Quality teaching discourses : A contested terrain

Book chapter


Lampert, Jo, Burnett, Bruce, Comber, Barbara, Ferguson, Angela and Barnes, Naomi. (2018). Quality teaching discourses : A contested terrain. In In Gannon, Susanne, Hattam, Robert and Sawyer, Wayne (Ed.). Resisting educational inequality : Reframing policy and practice in schools serving vulnerable communities pp. 150-158 Routledge. https://doi.org/10.4324/9781315109268-14
AuthorsLampert, Jo, Burnett, Bruce, Comber, Barbara, Ferguson, Angela and Barnes, Naomi
EditorsGannon, Susanne, Hattam, Robert and Sawyer, Wayne
Abstract

This chapter argues that discussions around quality teachers and quality teaching have become so politicised that the mere mention of quality fuels immediate debate about definitions and measurement. The lack of precision about the use of the keyword quality causes confusion and it is often linked to measurable outcomes across a range of basic skills. Many aspects of the quality teacher/quality teaching debate are closely tied to broader neoliberal discourses that lead to an over-emphasis on individual teacher quality. Neoliberal 'quality teacher' discourses in Australia are manifested through standardised teaching matrices such as the Australian Professional Standards for Teachers and testable outcomes, seen through prescribed curriculum and literacy and numeracy testing. One of the main concerns about the 'quality teacher' debate is how it has become less about social justice and increasingly linked to economic arguments. The 'quality teacher' discourse focuses on the individual teacher.

Page range150-158
Year2018
Book titleResisting educational inequality : Reframing policy and practice in schools serving vulnerable communities
PublisherRoutledge
Place of publicationLondon, United Kingdom
New York, NY
ISBN9781138089303
9781138089310
9781315109268
Digital Object Identifier (DOI)https://doi.org/10.4324/9781315109268-14
Scopus EID2-s2.0-85058134019
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online07 Jun 2018
Print2018
Publication process dates
Deposited15 Jun 2022
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