Reflecting on being an effective teacher in an age of measurement

Goodley, C (2018) Reflecting on being an effective teacher in an age of measurement. Reflective Practice, 19 (2). pp. 167-178. ISSN 1462-3943

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Official URL: https://doi.org/10.1080/14623943.2018.1437401

Abstract

This reflective study examines what effective means in terms of teaching in secondary schools in England. The article questions whether quality assurance and observations produce better teachers or better ‘fabricators’. The study explores the pressures of performativity and the resulting fabrication: the ‘ticking of boxes’ in order to be classed as ‘outstanding’ and ‘effective’. A journey to recapture the pleasure in teaching and learning through reflective diaries will be considered. Here the process leads to the outcome without an overemphasis on assessment criteria and performativity or extrinsic motivators which can counter intrinsic motivation and professional judgement.

Item Type:	Article (Article)
Peer-reviewed:	Yes
Date Deposited:	12 Apr 2018 13:18
Publisher:	Taylor & Francis (Routledge)
Additional Information:	“This is an Accepted Manuscript of an article published by Taylor & Francis in Reflective Practice on27 February 2018, available online: https://www.tandfonline.com/doi/full/10.1080/14623943.2018.1437401.”
Divisions:	Faculties > Health and Education
Subject terms:	Reflective diaries; noticing; motivation; performativity; fabrication; effective; measurement, 13 Education, 22 Philosophy And Religious Studies
URI:	https://e-space.mmu.ac.uk/id/eprint/620050
DOI:	https://doi.org/10.1080/14623943.2018.1437401
ISSN	1462-3943

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