Evidence for no-one: Standards, accreditation, and transformed teaching work. (August 2016)

• Record Type: Journal Article
• Authors: Talbot, Debra
• Is Part Of: Teaching and teacher education. Volume 58(2016)
• Page Start: 80
• Page End: 89
• Publication Date: 2016-08
• Subjects: Teacher professional standards -- Teacher professional learning -- Evidence -- Dialogic analysis -- Institutional ethnography; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2016.05.006
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: The relationship between professional teaching standards and the evidence that they have been met and/or maintained is an issue of ongoing interest internationally. This study employed a dialogic analysis of research conversations and institutional ethnography to trace the social relationships that support teachers' learning in ways that they considered had transformed their practice. Some examples are used to illustrate how the nature of evidence of transformed teaching work offered by teachers differed from the evidence they had produced for the purposes of accreditation against professional standards. Highlights: The conception of evidence in relation to teachers' work requires expansion. Teachers are able to select and demonstrate evidence of transformed teaching work. Evidence of transformed teaching is different in nature to evidence for accountability purposes. Professional teaching standards did not inform teachers' learning or evidence.