Performativity in Practice

2011 ◽  
Vol 3 (2) ◽  
pp. 1-16
Author(s):  
Dianne Mulcahy
Keyword(s):  
Teacher Identity ◽  
Liberal Education ◽  
Sociology Of Science ◽  
Actor Network Theory ◽  
Teaching Standards ◽  
School Teaching ◽  
Teacher Professional ◽  
Teacher Professional Knowledge ◽  
Professional Teaching ◽  
Case Data

In the context of neo-liberal education policy reform, professional teaching standards have become one of the main means of managing improvements to school teaching and assuring its quality. Using the methodology of material semiotics in association with video case data of classroom teaching (in this case, school geography teachers) and their students, the author treats a set of standards in action, towards conducting an ontological inquiry. Bringing the performative perspective of actor-network theory to bear not only is sociality taken into account but also materiality. This paper argues that standards are best understood as shifting assemblies of practice whose nature defines and enacts teacher identity and teacher professional knowledge differently in different locations. The conclusion is drawn that while teaching standards ‘clot’ and can serve to standardise practices of teaching, they are not stable entities. The variable ontology that they manifest challenges the managerialist impulses that tend to drive standards work in education. Altogether, the paper seeks to augment existing accounts of standards within the field of the sociology of science (Bowker & Star, 1999; Star, 2010; Timmermans & Berg, 2003; Timmermans & Epstein, 2010) and contribute to its subfield, the sociology of standards.

Performativity in Practice

2013 ◽  
pp. 1-16
Author(s):  
Dianne Mulcahy
Keyword(s):  
Teacher Identity ◽  
Policy Reform ◽  
Sociology Of Science ◽  
Actor Network Theory ◽  
Teaching Standards ◽  
School Teaching ◽  
Teacher Professional ◽  
Teacher Professional Knowledge ◽  
Professional Teaching ◽  
Case Data

In the context of neo-liberal education policy reform, professional teaching standards have become one of the main means of managing improvements to school teaching and assuring its quality. Using the methodology of material semiotics in association with video case data of classroom teaching (in this case, school geography teachers) and their students, the author treats a set of standards in action, towards conducting an ontological inquiry. Bringing the performative perspective of actor-network theory to bear not only is sociality taken into account but also materiality. This paper argues that standards are best understood as shifting assemblies of practice whose nature defines and enacts teacher identity and teacher professional knowledge differently in different locations. The conclusion is drawn that while teaching standards ‘clot’ and can serve to standardise practices of teaching, they are not stable entities. The variable ontology that they manifest challenges the managerialist impulses that tend to drive standards work in education. Altogether, the paper seeks to augment existing accounts of standards within the field of the sociology of science (Bowker & Star, 1999; Star, 2010; Timmermans & Berg, 2003; Timmermans & Epstein, 2010) and contribute to its subfield, the sociology of standards.

scholarly journals Online Education as a New Practice of Humanism

2016 ◽  
Vol 18 (1) ◽  
pp. 117-124
Author(s):  
Svitlana Sylkina
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Human Life ◽  
Educational Practice ◽  
Global Changes ◽  
Advantages And Disadvantages ◽  
Teacher Professional ◽  
Pass Through ◽  
Teacher Professional Knowledge ◽  
Contemporary Education

The current stage of the human progress is characterized by the high dynamism and global changes in all aspects of human life. The societies currently pass through a deep process of transformations that requires a new understanding of the human phenomenon and revision of humanism, new social practices, and forms of education. Higher school needs to achieve a very important goal. It is to create contemporary education paradigm, which would be based on shift from one paradigm centered on the University and teacher professional knowledge to a new one, which will be centered on the students and their needs in education. In this article, online education is observed as one of the ways of a new realization of humanism in educational practice. The author also analyzes the humanistic potential of Massive Open Online Courses (MOOC), its advantages and disadvantages as far as examined the prospects of online education. In conclusion the author mentions that online education due to its main characteristics (openness, accessibility, freedom of choice) is based on human rights and the principles of equality and could be identified as a new practice of humanism.

scholarly journals El sistema de evaluación de la práctica profesional docente: un estudio de caso de una carrera de pedagogía en educación musical en una universidad confesional

2016 ◽  
pp. 75
Author(s):  
Rodrigo Pérez Blanco
Keyword(s):  
Music Education ◽  
Beginning Teachers ◽  
Professional Practice ◽  
Evaluation System ◽  
Teaching Practice ◽  
Beginning Teacher ◽  
El Sistema ◽  
Teacher Professional ◽  
Education Degree ◽  
Professional Teaching

RESUMENEl objetivo de esta investigación cualitativa es analizar el sistema de evaluación de la práctica profesional, a través del análisis de las percepciones de profesores principiantes de la carrera de Educación Musical. Este estudio aporta a construir y reconstruir la realidad que vivieron 17 profesores principiantes mientras fueron estudiantes en práctica, permitiendo crear líneas de acción en aspectos descendidos si fueran necesarios. Además, se proponen algunos tópicos emergentes para realizar posteriores investigaciones relacionadas con el tema de investigación.Palabras clave: Sistema de evaluación, práctica profesional docente, profesor principiante. Evaluation system of professional teaching practice: A study case of a music education degree in a denominational universityABSTRACTThe objective of this qualitative research is to analyze the evaluation system of the professional practice through the analysis of perceptions of beginning teachers graduated with a Music Education Degree. This study brings to construct and reconstruct the reality that beginning 17 teachers lived while they were internship students, allowing to create lines of action in aspects as necessary. In addition, some emerging topics are proposed for further research related to this topic.Keywords: Evaluation system, teacher professional practice, beginning teacher.

Soundoff: Issues of Implementation

1995 ◽  
Vol 88 (2) ◽  
pp. 86-88
Author(s):  
Richard D. Wertheimer
Keyword(s):  
Graduate Student ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Teaching Standards ◽  
Standards Documents ◽  
Professional Teaching Standards ◽  
Professional Teaching

I believe in the goals and methods described in the NCTM's Curriculum and Evaluation Standards for School Mathematics and Professional Teaching Standards (1989, 1991). I make this statement from the perspective of teacher, supervisor, consultant, graduate student, and parent. In these roles, I am actively involved in implementing both documents. In working with teachers, I focus on those who are excited and empowered by the concepts presented in these two volumes. These teachers demonstrate powerful techniques and strategies in their classrooms that reflect the spirit of the standards documents. However, in my experience, these teachers are in the minority. As I continue to work with teachers, I meet many who are not enthusiastic about the Standards. These teachers represent the mainstream of our profession; they are hardworking individuals who are reluctant to incorporate change that alters everything they have worked for both as students and as teachers.

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