教师绩效评估的社会话语:媒体故事、Twitter推文和领导力调查

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Australian Journal of Teacher Education Pub Date : 2022-01-01 DOI:10.14221/ajte.2022v47n1.1

Beryl Exley, D. Pendergast, F. Hoyte

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引用次数: 1

摘要

本文探讨了新的教师绩效评估(TPA)在澳大利亚研究生教师中的引入。我们调查了在2019年1月至2019年8月的8个月期间，多个代理商如何理解围绕tpa的更广泛讨论。数据包括传统媒体、社交媒体推文和对学校领导的调查。该分析借鉴了伯恩斯坦(1975)关于特定社会关系如何产生不同社会统一情绪的理论。传统媒体在避免严格的二元对立的同时，其特点是一种机械的团结，将贸易促进权视为一种测试。对社会媒体的贡献和对调查的回应表明，在初级教师教育中，有机团结的方向和对专业角色复杂的相互依赖性的认识。这些不同的社会话语有可能影响更广泛的研究生教师质量委员会。

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Social Discourses on the Teacher Performance Assessment: Media Tales, Twitter Tweets and Leadership Surveys

This paper explores the introduction of the new Teacher Performance Assessment (TPA) for graduate teachers in Australia. We investigate how the broader discussion around TPAs has been understood by multiple agents during an eight-month period from January 2019 to August 2019. Data includes legacy media, social media tweets and a survey of school leaders. The analysis draws on Bernsteinian (1975) theory about the way particular social relations produce differing sentiments of social unity. While eschewing a strict binary, legacy media was characterised by a mechanical solidarity which promoted the TPA as akin to a test. Contributions to social media and responses to the survey suggested an orientation to organic solidarity and a recognition of the complex inter-dependence of specialised roles within initial teacher education. These diverse social discourses carry the potential to influence the broader commission of what counts as graduate teacher quality.

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来源期刊

Australian Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： The purpose of the Australian Journal of Teacher Education is to enhance the quality of teacher education through the publication of research reports, learned points of view and commentaries. Contributions may address proposals for, or descriptions of, development in the purpose, structure and methodology of teacher education; curriculum issues; changes in schools; or general social, ideological or political issues relating to teacher education. Papers must make an explicit connection with teacher education. The Australian Journal of Teacher Education, which is blind peer reviewed by a minimum of two members of the Editorial panel, is access free, electronic and published by Edith Cowan University. The Journal is indexed by the Australian Education Index and ERIC. It was rated ‘A’ by Australian Research Council in 2010 (www.arc.gov.au/era/era_journal_list/htm ) and is ranked .496 on SCImago. It is pleased to offer authors an efficient publication service. Manuscripts that have been through the review and revision cycle and have been accepted for publication will typically be published within two months. The time to first review can take up to six months, due to the large number of papers being submitted for review. Intending authors should be aware that the Journal has a rejection rate in excess of 50%.