How is teaching seen? Raising questions about the part of teachers and their educators in the production of educational (non)sense

The papers in this issue are all concerned with teachers and teaching. Therefore, in this editorial, we want to frame the issue by briefly raising some questions about how teaching is seen, in both senses of the word. We are interested in asking about how the value judgements made about teaching are formulated and enacted and by whom, and the ways that “visibility” “operates.” We wonder about the standardisations that teachers and therefore, as a flow on, teacher educators, work with. How does the “state” “see” (Scott, 1998) “us”our teaching, and as teachers? At present, at least in many places in the “Anglophone West,” teaching, curricula, and assessment are standardised. The questions raised here arise primarily from the point of view of this “Anglophone West” and we acknowledge the parochial limitations and particularities of this view.