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Quality teaching discourses : A contested terrain
Lampert, Jo Burnett, Bruce Comber, Barbara Ferguson, Angela Barnes, Naomi
Lampert, Jo
Burnett, Bruce
Comber, Barbara
Ferguson, Angela
Barnes, Naomi
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.
Keywords
Date
2018
Type
Book chapter
Journal
Book
Resisting educational inequality : Reframing policy and practice in schools serving vulnerable communities
Volume
Issue
Page Range
150-158
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Relation URI
Source URL
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled