Contesting quality teaching: Teachers’ pragmatic agency and the debate about teacher evaluation
Abstract
Global attention on teacher evaluation increasingly compels teachers to enter public debates about their work. Drawing on pragmatic sociology, the authors present analyses of media texts from 2008 to 2017 that identify the justification frameworks teachers mobilized to critique a prominent US evaluation policy and defend teaching as a complex craft. Policymakers, reformers, and researchers, however, re-articulated teachers’ critiques, narrowly...
Paper Details
Title
Contesting quality teaching: Teachers’ pragmatic agency and the debate about teacher evaluation
Published Date
Feb 1, 2021
Volume
98
Pages
103246 - 103246
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