‘Our system fits us’: comparing teacher accountability, motivation, and sociocultural context in Finland and Singapore

IF 3.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Yue-Yi Hwa
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引用次数: 2

Abstract

ABSTRACT Every teacher’s classroom practice is embedded in a system of overlapping contexts that interact with their day-to-day decisions. In this paper, I focus on sociocultural context and how it interacts with teachers’ subjective responses to accountability instruments. Drawing on interviews with secondary school teachers in Finland and Singapore – education systems with contrasting but comparably effective approaches to teacher accountability – I find that one way in which sociocultural context interacts with teachers’ experiences of accountability instruments is by influencing the mental models of motivation that shape their responses to these instruments. This finding is relevant to two contentious areas in education policy. First, it suggests that teacher accountability policy is a socioculturally embedded matter, implying a need for caution rather than recommending specific forms of accountability across the board. Second, it adds to the growing body of evidence demonstrating that ‘best practices’ from high-performing education systems are contingent on implementation contexts.
“我们的系统适合我们”:比较芬兰和新加坡的教师问责制、动机和社会文化背景
每位教师的课堂实践都嵌入一个与他们的日常决策相互作用的重叠环境系统中。在本文中,我将重点关注社会文化背景及其如何与教师对问责制工具的主观反应相互作用。通过对芬兰和新加坡中学教师的采访,我发现社会文化背景与教师对问责工具的经验相互作用的一种方式是通过影响他们对这些工具的反应的动机心理模型。芬兰和新加坡的教育系统对教师问责工具的方法形成了对比,但却相当有效。这一发现与教育政策中两个有争议的领域有关。首先,它表明教师问责政策是一个社会文化根深蒂固的问题,这意味着需要谨慎,而不是全面推荐特定形式的问责。其次,越来越多的证据表明,高绩效教育系统的“最佳实践”取决于实施环境。
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来源期刊
Comparative Education
Comparative Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.40
自引率
21.20%
发文量
35
期刊介绍: This international journal of educational studies presents up-to-date information with analyses of significant problems and trends throughout the world. Comparative Education engages with challenging theoretical and methodological issues - and also considers the implications of comparative studies for the formation and implementation of policies - not only in education but in social, national and international development. Thus it welcomes contributions from associated disciplines in the fields of government, management, sociology - and indeed technology and communications - as these affect educational research and policy decisions.
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