The development of questioning as an enrichment to the professionalism of beginning teachers

Jackson, Alison (2007) The development of questioning as an enrichment to the professionalism of beginning teachers. In: British Educational Research Association Annual Conference, 5-8 September 2007, University of London. (Unpublished)

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Official URL: http://www.leeds.ac.uk/educol/documents/165390.doc

Abstract

It could be argued that the schoolteacher of the twenty-first century in England is largely formed by managerial government policy. Managerialism is concerned with market forces: stressing productive efficiency, producing an elaboration of explicit standards and measures of performance in quantitative terms that set specific targets for personnel, an emphasis on economic rewards and sanctions, and a reconstruction of accountability relationships. (Fitzsimmons, 2005:1) The resonance with teaching is clear; there are explicit standards for classroom teachers, frameworks for each part of the teacher’s repertoire, judgment of performance through Ofsted inspection, specific targets set through performance management, and accountability to school league tables. There seems no alternative but to accept managerialism as fundamental to the way things are done because managerialism sees itself as the antidote to chaos and irrationality, leaving no spaces in which autonomy can be contested legitimately. Managerialism has become a ‘universalist’ ideology in Western society in that it is applied to all organisations, not just businesses, and schools are by no means exempt. Presented as the singular discourse, managerialism renders contest irrelevant, resistance to the status quo illogical, and questioning unnecessary.

Item Type: Conference or Workshop Item (Paper)
Departments: Faculty of Education, Arts and Business > Institute of Education > Initial Teacher Education
Depositing User: Anna Lupton
Date Deposited: 23 Mar 2017 16:02
Last Modified: 24 Mar 2017 13:47
URI: http://insight.cumbria.ac.uk/id/eprint/2780

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